A fotografia como proposta teórico-metodológica na formação de professores de química: ensino, interpretação e reflexão crítica

Abstract

This research aimed to investigate the use of photography as a theoreticalmethodological proposal in a Chemistry teacher training space, analyzing the context and the way in which future teachers implemented this methodology, considering the possibilities, care and challenges in the planning and development of Chemistry classes in the curricular component of Supervised Internship IV (regency internship). The study is based on discussions involving the field of language, especially image representations, such as discussions on the specificity of photography and the pedagogical and epistemological aspects that constitute the Chemistry teaching process, as well as in the defense of the importance of these discussions in the field of Science/Chemistry teacher training. The research was developed in three stages: i) in the study and systematization of the theme of photography in the teaching of Chemistry, using as sources the Capes Theses and Dissertations Bank (BTDC) and Capes Periodicals; ii) in the monitoring and planning of activities in the curricular component of Supervised Internship IV of the Chemistry Degree course at the Federal University of Pelotas (UFPel) during the first semester of 2022; and iii) in the analysis and interpretation of data on the context of the internship, using discursive textual analysis. In the results of the study on the first stage, few publications were found relating photography and the teaching of Chemistry in the Brazilian and international context. The second and third stages provided the production of two emerging categories, namely, (i) Propositions of theoretical-methodological approaches inherent to the use of photography, in which the guidelines carried out during the semester are presented, as well as the construction of some propositions of approaches by the undergraduate students and teachers involved, (ii) The perception of photography in teacher training in Chemistry, in which the undergraduate students' understandings about the role of photography in teaching, its use, as a resource and as a methodology for Teaching Chemistry are presented; and an a priori category (i) Photography and the levels of representation of chemical knowledge, presenting the alignment between some activities developed by undergraduate students and Johnstone's and Mahaffy’s levels of chemical thought. The research allows presenting photography from a theoretical-methodological perspective for teaching Chemistry, to the extent that, as can be seen throughout the discussions presented, it carries theories and methodological care to make its didactic potential viable and contemplate it, requiring clear guidelines and objectives for it to be beneficial for teaching. Other results contribute to the perception that art and science teaching have a dialogue that is greater than that promoted by literature, which drives new discussions to emerge and enable the advancement of reading and interpretation of different forms of representations at different scales, promoting quality teaching for students and enabling them to be more critical in relation to media images as a whole. Based on the theoretical study and analysis of the context of the conducting internship, the educational product was produced, with the aim of enabling people to make better use of photography in Science and/or Chemistry classes