Elaboração de um livro paradidático sobre mercúrio para uso em cursos de formação de professores de química

Abstract

For students in elementary school to be effectively linguistically, mathematically, and scientifically literate, it is still necessary to overcome numerous problems, ranging from precarious school infrastructure, better salaries, and initial and continual education of professionals in the educational field. Producing and evaluating teaching materials for teacher training courses can contribute to improving the skills of these professionals. Such materials should be in tune with recent research results on the teaching-learning-evaluation process of science, technological innovations, social aspects of the use of technologies, exploration of natural resources, curriculum changes, among other aspects that are essential to understand and act upon the contemporary natural and social world, and to fully exercise one’s rights as a citizen in current and future democratic societies. To offer a small contribution to the improvement of undergraduate Chemistry teacher training courses, a accompany educational book about Mercury was produced and submitted to an analysis of possible learning effects of its use in initial training courses for Chemistry teachers. The books content and proposed activities were carried out during a mini course, attended voluntarily by twelve students from an undergraduate Chemistry course, who responded to a KWL (Know, Want to Know, and Learning) form. The content analysis undertaken in the responses and comments of the group of participants of the minicourse provided some evidence that the proposed material can contribute to the training of future Chemistry teachers, by presenting methodological alternatives for the teaching-learning process of certain chemical knowledge in a contextualized manner and in greater harmony with the current Common Core State Standards (BNCC).