The teachers pointed out the characteristics of their pedagogical practices, as well as the difficulties found to join theory and practice, making the educational process an active construction of subjectivity and a means that promotes citizenship. The results obtained were displayed in a graph, and after that the answers obtained were analyzed and the triangulation among them was done, as well as the observations, the informal contacts in documented dialogues and the existing bibliography on the target theme. In the exploratory phase questionnaires to teachers of Science were used and three of them were selected to have their Science lessons observed because of the answers they gave. The Qualitative Research and observation techniques were chosen, as well as informal contacts and documental analysis. Some important aspects which determine the teaching quality are considered, such as: initial and continued formation and theory / practice interaction, having the perspective of the teachers themselves and the conditions of the teaching effectiveness in mind. The subject of the analysis is the pedagogical practice of these teachers, aiming at the difficulties and possibilities in the leading of pedagogical practices in the Science lessons.

The specific aims are: mapping the formation of the investigated teachers of Science identifying the difficulties found by the teachers of Science when linking theory and their pedagogical practice relating the trials of action used by the teachers to assign better usage to the contents of Science, in everyday practical situations. Twenty-three teachers of Science who work in schools in Prudentópolis town, in Paraná State, took part in the research. The present piece of research is an attempt to reflect on the challenges and perspectives found in the pedagogical practice of the teaching / learning science process, in a sense that it links theory and practice in dialogue with the knowledge that is historically produced and systematized on the school circuit.

Artigo sobre teorias da aprendizagem