Contributions from the reflexive process for the understanding of the teaching practice

Abstract

This article aims to present discussions about the reflexive process from a teaching situation entitled "electric energy and international year of light", according to the perspective STS (Science - Technology - Society) of the approach of content, in order to promote the understanding of the teaching practice. The teacher researcher prepared the planning and implementation of activities in six steps, along with students from two classes of ninth grade in Basic Education during the lessons of mathematics. The record in video for each step as well as the written records of those involved - teacher, observer teacher and students - were analyzed in qualitative way, considering the theoretical referential of Schön and Alarcão. Among the contributions of the reflexive process we emphasize that, when searching for your own practice, the teacher tends to go out of their "comfort zone" and face their own fears related to the profession, moreover, allows the reconstruction of theories and conceptions of teaching.