A base de conhecimentos docentes a partir da alfabetização científica e tecnológica na formação inicial de professores de química

Abstract

Faced with a society that, while emerging linked to Science and Technology, also sinks into increasingly complex problems, Scientific and Technological Literacy (ACT) emerges as a training that enables the development of an adequate reading of this world, and of action on/in the same, through the reach of autonomy, communication and domain of individuals towards Science. Adopting the Pedagogical Content Knowledge (PCK) construct as a theoretical guideline for teaching knowledge, we sought to understand the implications of a training activity in ACT, mediated by the Interdisciplinary Island of Rationality (IIR) methodology, based on teaching knowledge of undergraduates in chemistry. Data were collected through the application of questionnaires, interviews and materials produced by the undergraduates, and analyzed using Discursive Textual Analysis. Different teaching knowledge was identified regarding the domains of: curriculum, such as Interdisciplinary approach, Multidimensionality of phenomena, Territorialization; guidelines for science teaching, such as Apprehension of reality and Critical training; teaching strategies, such as Problematization and Call to Action; learning assessment, such as Reading the historical and real world; and students' understanding of science, such as the knowledge of Approaching reality. With this, it is pointed out the complexity of knowledge mobilized by the undergraduates throughout the methodology. The interactions between this knowledge carried out by the undergraduates were also described, in which it was observed that curriculum knowledge was central in their discussions and reflections, being articulated mainly with the guidelines for science teaching and instructional strategies, demonstrating sophistication in participants' knowledge base. Finally, evidence of the PCKs constructed by the undergraduates was characterized, which are directed towards the interdisciplinarity and contextualization of scientific knowledge, through the design of teaching approaches that place the chemical content at the heart of a concrete problem, raise different dimensions about a phenomenon, thus overcoming the limits of the disciplinary paradigm and dialoguing with the real life of the students. With that, inclined to promote interrelationships between the natural world and its social, environmental, economic aspects, among others, the undergraduates showed to be aligned with the ACT formulations and, thus, with the new demands that fall on the science teaching.