O educar pela pesquisa no contexto do estágio supervisionado de um curso de Licenciatura em Química: implicações e possibilidades

Abstract

The research areas of teaching chemistry and the formation of chemistry teachers are increasingly related to the demands and to the possibilities from the society's demands. In this scenario of many changes, the rethinking of conceptions and teaching practices become important for professional qualification, for which studies are been developed by many researchers, such as Galiazzi (2014), Demo (2015), and Moraes (2012), as an alternative for improving the teachers training. Research can be considered a possibility for overcoming the traditional class, in which the student leave the condition of a passive spectator, who receives all the whole content prepared, and becomes a more active and autonomous individual, with the teacher as a mediator of the learning the new knowledge. The present master's theses proposes to analyse the implications and potentialities for the development of teaching by research in the context of professional training in a undergraduate program in Teaching of Chemistry (for high school), more specifically at the course of Student Teaching Internship III. The corpus was analysed based at the discursive textual analysis from Moraes e Galiazzi (2016), from the category of "Educating by research in the Internship, and 4 (four) subcategories appeared: The dialectic cycle of teaching by research in classroom planning; the dialectic cycle of classroom analysis; the interlocution of different individuals and the teaching constitution of being a teacher. In the analysis of the results, it is noticeable the importance of the planning and the development of the reflection on the own teaching practice during the semester. The analysis also presents the relevance of the plurality in the interaction between subjects in the training of chemistry teachers, since each of the individuals has a essential role in the process of teaching formation. Thought the lessons, it was possible to perceive the maturation, autonomy development and the criticality of the undergraduate students as teachers in training. The assumptions of the Teaching by Research contributed for the process of planning the developing the lessons Student teaching Internship III, and also in the development of the activities planned by the teaching students, like the importance attributed to eh planning of the activities, the relations between subjects, the reflection and the socialization of the knowledge throughout the formation of the teachers.