SCIENCE DIVULGATION AND THE SCIENTIFIC REPORT GENRE

DEVELOPING TEACHING CAPACITIES IN PHYSICS TEACHER TRAINING

Abstract

In this work, we analyze the teaching capabilities developed by Physics teachers regarding the scientific report genre in Basic Education, related to the context of Science Communication and Science Fairs. As a theoretical basis, we draw on the assumptions of Sociodiscursive Interactionism (SDI) regarding textual genres and teaching knowledge and capabilities. Regarding the methodological perspective, we conducted action research in 2022, implementing an extension course with a critical-reflective-collaborative perspective for teachers working in basic education. In this course, we compiled a corpus of recordings made during the reflective sessions. The data, referring to two of the teachers involved, reveal evidence of the development of teaching capabilities related to contextual knowledge, autonomous learning, assessment, the role of the teacher, and content. Thus, in the way the course was developed, it reveals potential for the continued training of Physics teachers, with the scientific report genre as a mediator of reflections, in order to strengthen pedagogical and professional knowledge.