A dinâmica dos saberes docentes: construindo o conhecimento didático do conteúdo no ensino de Química

Abstract

This study investigated how Pedagogical Content Knowledge (PCK) is constituted in the practice of Chemistry teachers in both Basic and Higher Education, considering its affective, epistemic, institutional, and technological dimensions. Semi-structured interviews were conducted with eight teachers working in public and private institutions in the city of Bagé–RS, with teaching experience ranging from 5 to 30 years. A qualitative approach was adopted, using Discursive Textual Analysis (DTA), which enabled the identification of meanings attributed to pedagogical practice and to the professional knowledge mobilized in daily educational contexts. The theoretical framework is grounded in authors such as Shulman, Tardif, Gauthier, Pimenta, Pastoriza, Mishra, and Koehler, and is structured around three main axes: the concept of PCK, the emotional dimension of teaching, and the impact of emerging digital technologies—especially artificial intelligence—on Chemistry education. The analysis revealed that PCK is constructed in a dynamic, ethical, and situated way, integrating active listening, affective bonds, didactic creativity, and critical use of technology. Emerging categories included didactic transposition through analogies, pedagogical innovation amidst institutional precarity, diversification of teaching languages, and conscious appropriation of digital tools. The participating teachers demonstrated an understanding of teaching as an ethical, affective, and political commitment to the right to learn. The study concludes that PCK cannot be reduced to a set of universal techniques; instead, it must be cultivated as reflective and situated knowledge. Among the contributions of the research is the emphasis on formative processes that integrate scientific knowledge, sensitive listening, affectivity, critical analysis of technology, and the appreciation of experiential knowledge. As a limitation, the study highlights its disciplinary and geographical scope. Future research should further explore the relationships between PCK, TPACK, and artificial intelligence, as well as investigate inclusive teaching practices in educational contexts marked by inequality.