This work is an autobiographical narrative in research that I conducted on change in
teaching practice from the following question: What contributions to the change in
teaching practice may emerge from experiences in the context of physics teaching at
School level? The study was based on four experiences I lived in the teaching
performance: the Project Pre-Vestibular Solidário (PPVS), in a private school, in two
public schools in Santarém-PA, and teaching practice with the Physics Teaching
Through Themes (PTTT), which was held in a state school in Ananindeua-PA
performed exclusively to support this investigation. This last experiment consisted of
a work in cooperation with the teacher practitioner responsible for the class of 3th
degree, at night, which was held in the practice. For analysis, I made use of
memories of teaching the first three experiments, and narratives constructed from the
experience of PTTT. The narratives were produced as daily lesson produced by me
and the teacher practitioner, reports and testimonies from students, and interview
with the teacher. These material were analyzed in order to build understanding about
the process of change in my practice. I consider teachers as agents of educational
change, according to Goodson (2008a, 2008b) and Fullan (2009), and deal with
changes in beliefs and personal values. The analysis identified as elements of
change: changes and reconstruction of models and concepts of teaching-learning
process, teaching status, science, scientific knowledge and formative dimensions
resulting from learning in physics; challenges regarding the complexity of everyday
life in the classroom, the uncertainties of practice, building a relationship of dialogue
with students, promote the motivation for the teaching-learning process in physics,
the quest for continuous learning, reconstruction of the role of teacher-students
relationship in teaching-learning process, develop the practice shared, the difficulties
of production conditions of teachers; interaction arising from exchanges with fellow
teachers, and students, which enabled the construction of the practice of collectively
and shared, and the construction of values and attitudes such as trust, openness,
flexibility , and the internal movement with respect to anxiety, dissatisfaction, conflict
related to the driving modes of teaching, his gaze steady for you, besides the belief in
change. The studies carried out conclude that the change in teaching practice in the
teaching of physics has to do with how we face the conflicts arising from the
distances between the training and educational performance, since during the
training models are built models and conceptions of science teaching, the learning
process, and others that are distant from the daily tasks in the contexts of work and
sometimes need to be rebuilt. Thus, the change in teaching involves multiple
dimensions, continuous learning, openness to dialogue, flexibility to construct and
reconstruct beliefs and values, ways of being and acting in teaching.
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