Ensino de didática na Licenciatura em Química no Brasil

Abstract

This research deals with the Undergraduate Didactic teaching in Chemistry and its main issue: How Didacticism is configured, when it works in the Chemistry Teacher Training in different regions of Brazil, and what it regards as condition of its teaching? Presents the secondary questions: What is the trajectory of the Didactic Teachers teaching and/or the Specific Didacticism in the Full Teaching Degree in Chemistry? What are the knowledge, the limitation, and the challenges of those who teach Didactic in the Full Teaching Degree in Chemistry? What are the contents and methodologies that should be addressed in Didacticism to Full Teaching Degree in Chemistry? What is the role and place of Didacticism in the Chemistry Teacher Training? So, the main goal is to understand the configuration of Didactic and what it considers as condition of its teaching, when works in the Chemistry Teacher Training in different regions of Brazil, to reflect on the profile and conceptions of the Didactic teacher, the contents, the place and the role of this subject in the Chemistry Teacher Training. The research discuss the concepts of: Teaching Identity, Teacher Training; Didacticism and Specific Didacticism; Teaching and Knowledge. As specific goals of this research: (i) know the theoretical and practical basis that structure the construction of the professional identity of the Didactic and Chemistry teacher in Brazil; (ii) discuss the structural basis of Didacticism that underlie the analysis of the teaching-learning process; (iii) To use the Critical Hermeneutics as the basis of the research process and the thesis narrative constitution as basis in the analysis of documents (teaching plans and course projects), of the interview interpretation and questionnaire with teachers and graduates, of the observation of the implementation of the subject Didactic in Chemistry Undergraduate teaching courses. Methodologically this research is assumed in the view of the critical hermeneutics, based on Paul Ricoeur, as a possibility of data analysis and the narrative constitution. Search of a qualitative approach of the research in Education using interview, questionnaire and document (pedagogical projects of Chemistry teaching Undergraduate courses and course planning of the subject Didactic in Chemistry teaching Undergraduate courses) interpretation, besides the observation technique. The results show that Didacticism teacher in the Chemistry Undergraduate teaching courses in the five regions of the country is configured as a “General” Didactic, excepting a institution that besides Didacticism, there is Specific Didacticism. The Didacticism regards as a condition of its teaching the classical contents: Pedagogical Tendencies; Historical trajectory of Didacticism. Curriculum; Planning and Evaluation, in addition to other recent subjects, such as Teacher Training and Identity. The Specific Didacticism regards subjects linked to how to teach Chemistry in the Basic Education. The research also shows the need from Didacticism and the Specific Didacticism to call to the theoretical field debate questions liked to the Teaching and Learning, the Cognitive Processes and the Neurosciences.