Conhecimento pedagógico do conteúdo na formação e exercício do professor de química no município de Itacoatiara-AM

Abstract

The purpose of this study was to study teacher knowledge in the initial training of chemistry teachers, in which the aim was to understand how the Content Pedagogical Knowledge (CPC) is configured in the formation of the chemistry teacher in the Paradigm of Practical Rationality. To do so, this study was based on the qualitative approach of the research, in which the data collection was based on the Documentary Analysis of the Pedagogical Project of the Course, Curricular Matrix of the Degree in Sciences: Chemistry and Biology (LCBQ), Teaching Plans of Teachers formators of the Institute of Exact Sciences and Technology, Federal University of Amazonas; semi-structured interview with teacher trainers, graduates of the LCBQ and chemistry teachers, in the middle school; pedagogical intervention, through a course taught for in-service teachers and graduates, as a way of understanding the construction of the CPC. The analysis and organization of the collected data proceeded through Discursive Textual Analysis in accordance with the theoretical references adopted. Twelve training teachers participated in the study, which teach the curricular component Practical Curricular Component (CPC), 07 undergraduate students and 08 high school chemistry teachers from four state schools in Itacoatiara - AM. The conceptions present in the curricular configuration suggest that the formative profile of the LCBQ is still configured in the characteristics of the Technical Rationality paradigm, although it still allows elements that support the integration of knowledge and knowledge, through the interface disciplines, pointing to the Practical Rationality. Graduates have difficulties in proposing and describing instructional strategies and use of adequate resources, for example chemical equilibrium, in which only 02 graduates described their pedagogical actions. In general, both teacher educators and graduates have several elements that characterize the CPC. These elements permeate the importance given to the knowledge of the context, knowledge of the content and the values and purposes of education. From the course, it was verified that the pedagogical knowledge was appropriated to reach the objectives of the teaching and learning process in chemistry, being the category of knowledge more evident. In this sense, it is understood that there are still possible difficulties in mobilizing the CPC, either by the lack of pedagogical knowledge, or by the non-systematic study of the content, its particularities, necessary prerequisites.