Da tecitura de uma experiência docente à proposta de formação de professores de química

Abstract

This dissertation on teacher training aims to understand the terms in which learning to teach occurs through the exchange of experiences when the triad Teacher-Trainee is established in a chemistry teacher training environment, with a view to general and specific training aspects for teaching chemistry in Basic Education. Using Discourse Textual Analysis (DTA) and Narrative Research, we sought to answer the following research question: in what terms does learning to teach occur through the exchange of experiences between Teacher TrainerTeacher-Trainee established in a chemistry teacher training environment? The DTA resulted in the analysis category new paths - me, you, him in us, which indicates the learning that emerges in the training context analyzed and which contributes to the development of the training proposal that makes up the Educational Product. The research subjects were chosen intentionally according to the following criteria: i) to agree to take part in the research; ii) to have participated in the same training context and environment; iii) and to be working as chemistry teachers. There are two (2) undergraduates, two (2) high school chemistry teachers (one of them the author herself) and two (2) teacher trainers who work on a degree course. As for the investigative instruments, we chose the embroidery diaries and CAPES reports written by the undergraduates, the researcher's training memorial and semi-structured interviews with the research subjects. The results show that the training environment established is capable of providing chemistry teachers, in any training context, with permanent teaching learning. In addition, this environment promotes the exchange of teaching experiences and knowledge, as well as favoring closer space and time between school and university. It is possible to infer that the participants developed pedagogical knowledge of the specific chemistry content and reflective attitudes about themselves and chemistry teaching, individually and collectively. This research generated the Educational Product entitled “Teaching Workshop: proposal for ambience in the training of chemistry teachers”. The purpose of this product is to propose a model for training chemistry teachers through the exchange of experience between Teacher Trainer-Teacher-Licensed Student in an environment that encourages reflective, permanent and collaborative training.