In-Service Teachers Education fostered by approximation between School and University: an historical narrative about the experiences of the Nupic (USP) initiative

Abstract

Considering current Brazilian educational requirements, In-service Teacher Education must support collective creation and discussion of pedagogical practices at the intersection between School and University. In addition to the necessary theoretical reflections on this topic, it is important to investigate successful initiatives implemented in practice. We studied the context of creating educational products for Middle and High School Education fostered by the joint effort of teachers and university researchers. An historic educational research was carried out around the experiences of dialogue between the School and the University lived by the participants of the Núcleo de Pesquisas em Inovação Curricular (Nupic) at the Universidade de São Paulo from 2003 to 2013. Based on the theoretical framework of Etienne Wenger's Social Theory of Learning, we created a historical narrative able to situate practices constituted in the group, highlighting two models of In-service Teacher Education which allowed different relationships between School and University. The first model was based on the cooperation between High School Physics teachers and researchers in Physics Teaching, which favored its existence as a Community of Practice engaged in the negotiation of knowledge among those different professionals. The second was focused on the transmission of knowledge for the training of teachers capable of disseminating the materials and knowledge produced by the group. The transition between these models caused a softening in the community commitment that involved teachers and researchers, creating restrictions to the continuity of the cooperation between School and University once promoted.

Keywords

• formação continuada de professores
• comunidades de prática
• ensino de física