This disertatation is the result of an investigation with teachers who had experiences in differentiated spaces of teaching and formation, called “Science Club”. The research had like subjects six teachers of two Science Club from Pará who made/make part of these formative spaces. I inquire to investigate, through the histories of professional life of these teachers, the differential factors of their pedagogic practices in these spaces and to understand what formative senses were expressed for same. The moments of listening of their professional life
histories were collected through semi-structured interview, recorded in audio, whose transcriptions served like instrument of analysis. From the collected reports about the
professional life history of these subjects emerged the categories which allowed to realize the
analysis, which are: professional knowledges, formative experiences and the process of
professional identity. The analysis showed up the relevance of the Science Clubs in the
formation of the investigated teachers. The senses expressed by the subjects put in evidence
the importance of these Science Clubs as formation spaces that enable the constitution of
professional knowledges, differentiated formative experiences that allowed critical reflection
in the change’s process of their practices. They pointed that the new knowledges contributed
to the reconstruction of a new practice from that experience that tried for the construction of
the teaching professional identity as they passed by the process of identification with the
proposals developed there. The results found result in contributions to the teachers’ formation
in Science and Mathematics teaching area through the creation of contexts which favor to the
licenceds opportunities of teaching initiation since the course’s beginning sighting the
formation of identity with the profession, from differentiated teaching practices and
construction of professional knowledges.
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