Archive | 2019
Ensino de Estequiometria: uma proposta de formação continuada
Abstract
Learning to teach is a process that is not carried out in initial teacher formation but continues throughout the teaching career. Even if pre-service courses are of excellent quality, the most we can state is that they prepare teachers to start to teach. Needs for in-service training is not only related to undergraduate needs, but the professional development must be conceived as a permanent collective work of teachers in the exercise of their activities. When analyzing some in-service teacher formation programs, we can detect that most proposals do not meet the needs and aspirations of teachers. It is often possible to see that they are passive of insecurity, dispersed in relation to the theoretical and practical theoretical framework to guide their pedagogical practices. In addition, teachers feel discouraged to invest in changes in their teaching practice due to the lack of recognition of parents, students, public power and their own colleagues. Thus, the present study is structured in the hypothesis that a course thought together with the teachers, that meets their training needs, can positively infer the development of their autonomy, making possible a reflection on their own pedagogical practice and encourage changes in the long term. The objective, therefore, was to promote an in-service training to Chemistry teachers of Itumbiara / GO using History of Science and Conceptual Fields theory as inspiration of the methodological contribution and compose an activities guide adapted from several sources about the stoichiometry, as an instructional material to the teacher. Initially, a questionnaire was applied, followed by a semi-structured interview with six Chemistry teachers, culminating in the elaboration and application of a training from April to July 2017. In order to meet the needs found in the research instruments, considering the aspirations of the researcher, as well as the orientations expressed in the Parâmetros Curriculares Nacionais and the importance of the History of Science in Science teaching, we thought to address the historical route that refers to Stoichiometry. The sequence of the activities that constituted the course was based on day-to-day situations and on questions that are usually worked out by the teachers with their students, since according to Vergnaud’s theory, different situations are indispensable for a concept to be assimilated. At the end of this research, we verified the effective contributions that the proposal of in-service formation brought to the reflection process of the teacher in relation to their practice. The results show that although teachers recognize the importance of in-service training as a mean to improve their professional practice, most of them are not deeply involved in training, usually joining in the training promoted by the school itself at the beginning of the school year and in pedagogical meetings called “collective work”. This work revealed positive aspects such as the opportunity to deep knowledge, access to new concepts that enlarge their possibilities teaching situations analysis and even those related to the content, in the view of the participating teachers. At the same time, activities were specific actions, pointing to the need for in-service training strategies that contribute to a continuity over time. Kewords: Stoichiometry. History of science. Conceptual field theory. LISTA DE ILUSTRAÇÕES Figura 1 – Esquema explicativo para Conceito. . . . . . . . . . . . . . . . . . . 48 Figura 2 – Uma possível representação para o Campo Conceitual da Estequiometria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Figura 3 – Folder de divulgação do curso. . . . . . . . . . . . . . . . . . . . . . 66 LISTA DE ABREVIATURAS E SIGLAS ABNT Associação Brasileira de Normas Técnicas CAPES Coordenação de Aperfeiçoamento de Pessoal de Nível Superior CTSA Ciência-Tecnologia-Sociedade-Ambiente FNDE Fundo Nacional de Desenvolvimento da Educação HC História da Ciência HFC História e Filosofia da Ciência IUPAC International Union of Pure and Applied Chemistry LDB Lei de Diretrizes e Bases da Educação Nacional MEC Ministério da Educação PNLD Programa Nacional do Livro Didático TCC Teoria dos Campos Conceituais UFMS Universidade Federal de Mato Grosso do Sul UFRN Universidade Federal do Rio Grande do Norte