Contribuições do PIBID/Química UEM para o desenvolvimento dos saberes necessários à prática do professor de química

• Ano de defesa: 2016
• Autor(a) principal: Silva, Murillo Sotti da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Educação para a Ciência e a Matemática; UEM; Maringá, PR; Centro de Ciências Exatas
• Palavras-chave em Português: Professores de Química; Formação Química; Ensino; Saberes docentes; Professor crítico reflexivo; Ensino de química; Brasil.; Teaching knowledges; Reflective critical teacher; Chemistry teaching; Brazil.; Ciências Exatas e da Terra; Matemática
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4433

In this work we discuss some aspects of the subproject contributions of PIBID/Chemistry UEM in the initial teacher education and, more specifically, seeks to answer how PIBID had been contributing to the development of knowledge necessary for teaching practice. Naturally qualitative, the research had ad the main objective to recognize on the actions developed by the subproject PIBID/Chemistry UEM, the contributions related to teaching knowledge. The data were collected through the records made in reflective diaries, thus, sought to identify, during the data analysis, aspects that signals the construction/reconstruction of scientific and pedagogical knowledge and the articulation between theory and teaching practice. Thus, the results revealed that the experience in the classroom and the participation in a dialogical space, in which the concepts presented by the colleger are constantly problematized in a continuous process of reflection, made possible the construction of chemical and pedagogical knowledge and the development of a more elaborate view of new teaching approaches in detriment of traditional conceptions of teaching, as well as, the knowledge necessary for the exercise of the teaching profession are developed and reworked through the constant reflection on the action.