O conhecimento pedagógico de conteúdo de Química: caracterização de obstáculos epistemológicos na concepção de licenciandos em Química
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2018-12-17
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Universidade Federal de Goiás
Resumo
The exercise of teaching activity, whether in the field of Chemistry or in other areas, has
undergone several challenges, among them, the lack of social recognition of this
profession and the teacher's difficulty in modifying teaching practices and adapting them
to the current needs, such as training critical citizens who are able to act effectively in
society. These challenges permeate the professionalization process of the teaching career,
which is a complex theme and involves many elements. Without underestimating the
importance of these other elements, but, understanding the importance of legitimizing the
building process of teaching professional knowledge as a decisive factor of professional
distinction, this legitimation depends on several factors to promote a changing process in
the way of teaching Chemistry. Among them, efforts to understand what can obstruct, in
terms of difficulties/barriers, the development of a specific professional knowledge of
chemistry teachers. In this perspective is the objective of this research, which aims to
deepen the understanding about the specific professional knowledge for teaching in
Chemistry characterizing this knowledge as well as characterizing obstacles of an
epistemological nature in the conception of graduates in Chemistry related to the
construction of the knowledge inherent to the teaching professionalization. The
investigative work was structured in two ways. The first, of theoretical bias, led us to
propose a specific knowledge construct for teaching in Chemistry - Pedagogy Content
Knowledge Chemistry (PCKC), a specific knowledge base to teach Chemistry and ways
to develop PCKC. In the second methodological way, from the participant observation,
the application of questionnaire and semi-structured interview with a group of graduates
of the last periods of a degree in Chemistry at Federal University of Mato Grosso -
University Campus of Araguaia - we used the Discursive Textual Analysis to identify the
conceptions of future professors of Chemistry and to characterize difficulties and/or
impediments for the development of the specific professional knowledge for teaching in
Chemistry. We identified and characterized two epistemological obstacles: experiential
obstacle and value obstacle. The characterization of these obstacles and the understanding
of their implication in the process of developing the specific professional knowledge in
chemistry by the teacher can contribute to improve the initial teacher training and perhaps
provide ways to change the way Chemistry is taught. In addition, the deepening and
understanding provided by the research on the specific professional knowledge in
teaching Chemistry, in terms of theoretical proposition of the specific knowledge
construct for Teaching in Chemistry (PCKC), a specific knowledge base to teach
Chemistry and paths for the development of this knowledge, can collaborate to legitimize
the professional knowledge of the chemistry teacher, which, among others, influence the
professionalization of the teaching career and the social recognition of the teaching career.
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Citação
PENA, Graziele Borges de Oliveira. O conhecimento pedagógico de conteúdo de Química: caracterização de obstáculos epistemológicos na concepção de licenciandos em Química. 2018. 184 f. Tese (Doutorado em Química) - Universidade Federal de Goiás, Goiânia, 2018.