2011-03-232011-03-232005-04-07SILVA, Lucicléia Pereira da. Prática docente em química: saberes construídos na ação. Orientador: Luiz Acácio Centeno Cordeiro. 2005. 98 f. Dissertação (Mestrado em Educação em Ciências e Matemáticas) - Universidade Federal do Pará, Núcleo Pedagógico de Apoio ao Desenvolvimento Científico, Belém, 2005. Disponível em: http://www.repositorio.ufpa.br/jspui/handle/2011/1829. Acesso em:.http://www.repositorio.ufpa.br/jspui/handle/2011/1829This research consists on an action research developed during the period of teaching practice of graduating students in initial formation of the Chemistry Teachers Course at UFPA. Its purpose was to establish, during the training period of the subjects Chemistry Teaching Practice II and III, a relationship between theory and practice in order to develop reflexive attitudes on teachers involved with research and try to break the conception of technician/reproductive to researcher/reflexive professors. At first, we diagnosis connecting level between theory and practice provided during the Chemistry Professorship Course through observing the subject Chemistry Teaching Practice I and, afterwards, we investigated from a half-structuralized interview the selected students conceptions about this relationship. We selected teachers in initial formation, as well as an experienced Chemistry teacher working with High School students from a public school located in Belém, Pará. Before we started our activities at school, we analyzed the teachers conception about her own practice and her interest in taking part in this investigation, using the semi-structured interview again. When school activities started, we adopted research as theoretician-methodological approach to lead the activities with a sophomore High School class. The training students and the experienced teacher did readings, plannings, teachings and developed in cooperation a project in order to improve the teaching-learning process of those students. During all the training period, teachers wrote down on their class diary the taught classes, which were analyzed to identify possible reflexive attitudes during the school experience from the theoretical references adopted. Through the analysis of the class reports, it was possible to note the reflexive attitude development, enthusiasm and responsibility of the involved ones, as well as the introspective reflection methods, examination, investigation and spontaneity. Because of this research we dismiss the conception of period of training as mere application/acquisition of models, therefore we make possible the (re)construction of pedagogical practices from the conception of the teacher as a reflective researcher.Acesso AbertoPrática de ensinoQuímicaFormação de professoresDissertaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO