Formação de professores em ciências: um diálogo acerca das altas habilidades e superdotação em rede colaborativa

Abstract

The paradigm of inclusion involves restructuring of education systems, from the training of teachers. This study analyzes the discursive interactions between a group of teachers in science as a strategy for training and continuing in a collaborative network, focusing the high abilities and gifted. Intentioned know the relationship of individuals in a network structure, ie its subject and the social connections that involves this relationship. Based on a socio-historical and cultural theory develop a research participatory. The results suggest that this strategy of training of teachers appreciated owned knowledge of the subject and the importance of commutation between such corroborating to form an teacher identity capable of, in the dynamics of the theory-practice, be constituted as an autocritics community which rethinking of their professional procedure.