Formação inicial de professores de química: construção e mobilização dos saberes docentes numa abordagem CTS

Abstract

The objective of this study was to investigate the construction and mobilization of teaching knowledge for initial training of chemistry teachers in approach Science, Technology and Society. The survey was conducted at the Federal Institute of Goiás- Campus Itumbiara in the stage of supervised courses in Chemistry, stage II and IV in the second half of 2014. The project developed at the Federal Institute of Goiás site where the survey was conducted occurs in cyclical spiral being made four steps. The first step of this research is constituted in diagnosing a practical situation that want to improve. The second stage was characterized as a formulation of an action plan, work through research projects. The third spiral step was the development of the educational project, and the fourth stage, the analysis of data collected through educational projects. Data were analyzed according to the content analysis technique and the categories that emerged, based on the mobilization of knowledge in initial teacher training were: professional knowledge; disciplinary and curricular knowledge; experiential knowledge. The results indicate that the educational projects developed by the trainees had to feature an initial presentation of a social issue, from which to introduce scientific concepts related to social, environmental, political and technological. This shows that there was an attempt to contextualize the chemical content through teaching strategies developed in education projects. The narratives of the trainees show the mobilization of teaching knowledge throughout the planning, development and analysis of the results obtained from the educational projects. Teach a certain chemical content required of trainees mobilizing various knowledge to meet the demands of real situations in the classroom. The data show that teachers of basic education have a large repertoire of knowledge about teaching from what are, do and know. Thus, the supervised training can strengthen links between initial training with professional practice of teachers in schools, contributing to an exchange of knowledge, as the constitution of teaching knowledge happens from the confrontation between the experiences and concrete practices and the theoretical training. Given the above, it was found that both the trainees, the teachers are producers and mobilizers of knowledge in the exercise of their practice.