Ciência & Educação (Bauru)
versão impressa ISSN 1516-7313
RODRIGUES, Carla Gonçalves; KRUGER, Verno e SOARES, Alessandro Cury. Science and Mathematics teachers' continuing education: a curricular hypothesis. Ciênc. educ. (Bauru) [online]. 2010, vol.16, n.2, pp. 415-426. ISSN 1516-7313. http://dx.doi.org/10.1590/S1516-73132010000200010.
This paper describes the development and the analysis of a curricular proposal for basic educational level Science and Mathematics teachers' didactic-methodological conceptions evolution. This curricular proposal was carried out in the context of Pelotas Federal University' School of Education. Objectives, curricular structure, and teaching methodologies were guided by the DIE-IRES Group from the University of Sevilla, Spain, on-going teacher formation proposal, which has, as a desirable goal, the formation of an autonomous and investigative teacher in a process in which his/her didactic, methodological and disciplinary knowledge are considered essential for the complexification of his/her professional knowledge and his/her pedagogical practice.
Palavras-chave : Teaching of Science and Mathematics; Teachers' continuing education; Curriculum.