Fernanda Keila Marinho da Silva

Análise dos modelos didáticos pessoais apresentados por um grupo de licenciandos em Química

EnglishAbstract: The aim of this article was to present and to discuss the influence of the pedagogical courses in the teacher training of a group of Chemistry graduate students of a federal university in Sao Paulo State. For that, a methodology based on didactic models by Garcia Perez in the 2000s was used. The results allowed the identification of the didactic models of these students and they indicated that students who attended a larger number of pedagogical courses presented didactic models that were more organized and coherent. This analysis confirms the results of other articles which point to the need of an articulation between scientific and pedagogical courses, and it allows some suggestions for the university program and the teacher training course structure. portuguesResumo: O objetivo do artigo e apresentar e discutir a influencia das disciplinas pedagogicas na formacao profissional de um grupo de licenciandos do curso de Quimica de uma universidade federal do estado de Sao Paulo. Para isso, utilizou-se um instrumento baseado nos modelos didaticos propostos por Garcia Perez nos anos 2000. Os resultados permitiram a identificacao dos modelos didaticos desses alunos e indicaram que alunos que cursaram maior numero de disciplinas de natureza didatico-pedagogicas apresentaram modelos didaticos pessoais mais organizados e consistentes. Essa analise corrobora com resultados de outros estudos que apontam para a necessidade de articulacao das disciplinas cientificas com as pedagogicas e possibilitam lancar inferencias sobre a construcao da grade curricular e o proprio desenho do curso de formacao de professores.

A pesquisa na prática docente em projeto de formação continuada: ideias e práticas em debate

This article is part of a debate initiated in this journal concerning teachers as researchers. In a continuing education project, we approached certain aspects of such research, such as: the teachers authorship in the elaboration of knowledge in the school, the simultaneity between work and research, the inversion of a certain tradition in which the practice is always an application of the theory without taking into consideration the unpredictability of practice and the uncertain movements in solving actual problems at school. The discussion of these issues guides the attempts to better understand training practices that deal with problems emerging from the very classes and which comprise the simultaneous act of teaching and researching.