A Linguagem na Formação de Professores de Química Faculdade de Educação Profissional Dissertação Química: Estudo no um Curso de Licenciatura.

Abstract

The present research has the objective of understanding the role of language and its importance in the formation of Chemistry teachers, especially with undergraduate Chemistry students at the Federal University of Pelotas - UFPel, in the conducting internship. It is based on Vigotski historical-cultural perspective, which helps to look and analyze the investigative context. The research was developed in three stages. Firstly, it was performed a study and a systematization of the investigated theme: language in teachers’ education, with a research in the CAPES Portal of Journals and the Brazilian Digital Library of Theses and Dissertations (BDTD). Secondly, the Course’s Pedagogical Project (PPC) and the Teaching Plans of the curriculum components from the Chemistry Degree Course were read and analyzed. Thirdly, the curricular component of Supervised Internship III of the UFPel Chemistry Degree Course was monitored, analyzed and also, activities were planned. It is worth noting that for the second stage of the study, the data analysis, Document Analysis was used, and for the third stage, the Textual Discursive Analysis (DTA) was used. Regarding the first stage, the exploratory literature review, the results, according to the descriptors, report that there are few studies in the area of Chemistry that work with the theme related to language in the formation of Chemistry teachers. As to what concerns the second stage, by the reading and analysis of the Course's Pedagogical Project, it was not possible to identify, in the teaching plans, the explicit teaching of language, with the exception of the references. In relation to the third stage, two categories were worked on: (i) Language in teachers’ education (a priori category), with subcategories - concept of language and the importance of language in teachers’ education and in the teaching process; and (ii) Language and its movements in the classroom (a posteriori/emergent category). Based on the results of the third stage, it is possible to perceive that the undergraduate students conceive language as a form of expression and communication. However, they also express the conception that language extrapolates speech, being constitutive of the human being, and is expressed in different ways, such as in the role of mediator in the processes of construction and assimilation of concepts, as well as constitutive of thought. The results emphasize that the undergraduate students understand that language plays an important role in Chemistry classes, and they highlight the role of the teacher as an intermediary in the teaching and learning process, as well as the care of the teacher when using the Chemical language in the classroom. The second category emphasizes the idea of language in motion, of the importance of the interaction between the undergraduate students and the mentor professor, who helps to think and look at the language, especially about how they perceive language in their process of teaching classes and care for the use of chemical language in the context of conducting classes.