Didactic Choreographies and Science education: the stage of enactment in the formative process of pedagogues

Abstract

Introduction: In this research, we have adopted the analogy of art and dance in the context of science teaching. And we focused on the stage of putting into play where the teacher, in the development of their teaching practice, focuses their efforts on making strategies and actions available in order to enable their students to carry out their activities, taking into account the resources, interfaces and learning contexts. Objective: to analyze the placement of content and teaching strategies in the curricular component under investigation. Methodology: the research approach is qualitative in nature, and in terms of research levels, it falls into the descriptive research category. With regard to the techniques for constructing data with people, we used non-participant observation of the curricular component Teaching and Learning Methodology in Natural Sciences I, with audio recording of the classes and records in observation diaries. All the data was analyzed using the Content Analysis method. Results: reflection and discussion on how best to execute the Teaching Plan for the curricular component studied, attention to the students' educational biography in relation to science teaching; development of the curricular component as a collective construction between the Choreographer and the dancers. Conclusion: some of the movements danced by both the Teacher Choreographer and her student dancers were presented, in the light of the analysis of the Didactic Choreography Model, as an organic, humanizing, flexible and creative didactic model for training future multipurpose teachers to teach Science to children, young people and adults.