Tutoria na formação de professores de ciências - um modelo pautado na racionalidade prática
Abstract
Este artigo analisa um processo de pesquisa relacionada ao estágio dos cursos de licenciatura em Ciências, focalizando limites e possibilidades do modelo de tutoria em relação à melhoria da formação docente. Através da incorporação da estratégia de experimentação compartilhada, foi possível identificar o suprimento de necessidades formativas de professores de Ciências, o papel do supervisor de estágio e as categorias que sustentam o processo de tutoria. Tal processo foi compreendido tendo como referência pressupostos teórico-metodológicos de investigação-ação.
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