Prática docente e formação inicial em química: implicações da investigação como princípio educativo

Abstract

Investigative Teaching (IT) requires the teacher to lead his students to think and make choices, allowing these students to become active, critical and start to build their own knowledge.. Thus, such training must include the development of knowledge necessary for teaching practice, among which Shulman highlights Pedagogical Content Knowledge (PCK). Therefore, this research aimed to analyze the configurations of investigation as an educational and scientific principle in the performance and training of Chemistry teachers in the city of Manaus. For this, initially a documental analysis of official educational documents and of the Pedagogical Projects of the Chemistry Degree Course of two public Higher Education Institutions (HEI) of Manaus-AM was carried out. A total of 68 Chemistry teachers from Basic Education and 67 Chemistry undergraduates from public HEIs in the city took part in the research. Data collection took place through a questionnaire and a semi-structured interview. In addition, 11 undergraduates participated in a workshop based on EI. For the analysis of quantitative data, Descriptive Statistics was used, and for qualitative data, Analysis Textual Discursive. It was possible to observe that the analyzed documents present the investigative principle and its characteristics, some more explicitly than others. It was identified that this principle stands out in the educational and scientific competences and skills listed and is present in the curriculum of the analyzed courses, and should be inserted in the training and professional practice of Chemistry teachers. With regard to the perceptions of the undergraduates, it was identified that they understand what an investigative activity is about, but they are unaware of the characteristic steps and terms, and they describe the role of the teacher as a guide and conductor. In addition, they agree that initial training should include IT and scientific research, and criticize how Chemistry specific content subjects are taught, with strong characteristics of traditional teaching. Graduates understand the need to constantly improve and apply IT in their future teaching practice. Regarding the teachers' conceptions and teaching practices of the investigated teachers, it was noticed that the investigation was not well worked on in initial training, but that they understand the approach and highlight their role as mediator and advisor, and claim that they seek to use it in their classes, even with difficulties such as the physical structure, the lack of time and the students' lack of interest. It was noted that postgraduate professors tend to carry out and participate in scientific research in their field of work, and that having contact with research activities in teaching during initial training is essential for their performance and constant improvement in practice teacher. It was also identified that the more time of teaching experience, the less difficulties are encountered by teachers in carrying out investigative activities in the classroom. The didactic productions of the undergraduates participating in the workshop presented elements of IT, such as the problem situation, but there was little inference to the students' involvement in the definition of a hypothesis and in the application of knowledge in new situations. The development of knowledge of the specific content, educational context, students and their characteristics, educational purposes, and aspects of the PCK was significantly identified, recognizing the importance of investigative activities in Chemistry classes and its role as a guide during its achievement.