O Diário virtual coletivo: um recurso para Investigação dos saberes docentes mobilizados na formação de professores de química de feficientes visuais

Abstract

Training chemistry teachers to work with visually impaired (VI) is a challenge, considering that the sense of sight appears to be a prerequisite for any activity performed in a classroom. In this interpretative qualitative research, we analyzed the teachers’ knowledge mobilized by the triad of chemistry teachers for the VI (trainers, early training, and continuing) on the process of building a collective virtual diary. The analysis of the speeches was done according to the social-interactionist approach using the technique of content analysis. Our results indicate that key elements in the constitution of teachers’ knowledge were the historicity and dialogicity