Aprender a ensinar com/por pesquisa: um caso sobre as mudanças subjetivas de Diego

Abstract

This study had the general objective of investigating and understanding how subjective change processes are constituted in the formation of a graduating in chemistry, as they experience processes of learning to teach with/per research. Thus, we sought to understand the constitution of individual subjectivity and processes of subjective changes of the research participant. Thus, we sought to understand the constitution of individual subjectivity and processes of subjective changes of the research participant. In the literature review, in the area of teacher training, it is noted that many authors have invested in research to promote changes in the initial training of chemistry teachers, articulating discursive consensus and training devices, that value them as historical individuals and producers of knowledge. There are tendencies towards reflection on the interaction between theory and practice, on the formation of the researcher teacher and on the creation of learning communities, among others. The theoretical foundation of this study is based on the understanding of teacher training models and on González Rey's Theory of Subjectivity in conjunction with Qualitative Epistemology and Constructive-Interpretative Methodology by the same author. The emergence of theoretical categories allowed for discussions about the subjective changes of the research participant, whose invitation to participate in the study took place in the course “Learning about feeding by models and with research”. Participants in this were from undergraduate courses in chemistry, integrated graduation in science, mathematics and languages, and recent graduates. Diego had previous experiences in the teaching profession at CCIUFPA and was waiting for the completion of the undergraduate course in chemistry, while participating in the course. The social scenario of the research included the involvement of the participant in the course and research activities, with the help of instruments: conversational dynamics, informal moments, sentence completion and moments of synchronous course activities. The interpretations carried out signaled that subjective senses related to responsibility, commitment to activities and to others, and interest in learning constitute Diego's subjectivity. This is closely linked to his experiences at CCIUFPA and which emerged in the current trajectory of the course's activities. Learning to teach science with/per research involved procedural movements of your subjectivity, subjective productions that relate the experienced history and current action, the emergence of subjective resources and the necessary subjective changes that happened in ways that challenged and strained it, under the conditions of culture, modifying beliefs, representations and conceptions about teaching and learning chemistry. These are aspects that are part of the preparation process for the profession of chemistry teacher.