Abstract:
The study presents the development of the teachers' collective of thought in the area of Natural Sciences in a training program from the perspective of emancipatory action research. With the aim to analyze the meanings expressed by the teachers of the area about the concept of autonomy, the research was delineated in a formative context in which two styles of thinking were identified: a conservative, who expresses a sense of one-sided autonomy; and another transformer, in which autonomy is understood as a shared process. The analyzed styles of thought constitute important propellers of formative movements based on the dialectical perspective that assists in the qualification of the formation processes in the area.
Keywords:
Teacher training; Science teaching; Action research; Collective of thought; Autonomy