Resumo

ABREU, Josyane Barros; PESSOA, Winton Rabelo  e  FREITAS, Nadia Magalhães da Silva. Didactic Innovation in Science Teaching: essays emerging from teaching training inspired by Biographical Project Workshops. Rev. Ensino Ciênc. Mat. [online]. 2024, vol.15, n.3, a09. ISSN 2179-426X.  https://doi.org/10.26843/rencimav15n3a09.

We seek to understand in what terms formative experiences, shared by Science teachers, within continued in-service training, inspired by the Biographical Project Workshops, rehearse Didactic Innovations. We deal with training research based on the (self)biographical method and use Discursive Textual Analysis to systematize, analyze and interpret shared experiences. From what was experienced, new beginnings emerged, which awakened in the participants the feeling of incompleteness and guided them to a process of (self) knowledge and responsibility for their (self) formative power, allowing them to act on themselves and make their own didactic choices. The experiences built by the participating teachers express the encouragement to overcome the obstacles and uncertainties that face them in their daily professional practice, the motivation to search for more scientific and didactic knowledge, which raised new reflections and created new possibilities for teaching and learning in the most innovative direction of their teaching actions.

Palavras-chave : Didactic Innovation; Teacher Training; Biographical Project Workshops.

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