Experimentação investigativa na formação inicial de professores de Química: possibilidade e desafios

• Ano de defesa: 2020
• Autor(a) principal: Borher, Higor Ribeiro
• Orientador(a): Correia, Daniele
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Formação Inicial de Professores; Ensino de Química; Práticas de Ensino; Estágio Obrigatório; Metodologia de Ensino
• Link de acesso: https://repositorio.ufms.br/handle/123456789/3930

The present research indicates possibilities of insertion of investigative experimentation in the initial formation of Chemistry teachers. Therefore, a didactic intervention was carried out in the discipline of Estágio Obrigatório I, in the Chemistry course at UFMS. The objective of this research was to provide the students of the Chemistry course at the Universidade Federal de Mato Grosso do Sul (UFMS) the opportunity to experience, develop and apply investigative experimental classes, in the context of the Estágio Obrigatório. This study has a qualitative approach, of the participant type of research and used as instruments of data collection, testimonies, interviews, questionnaires, board diaries and reports. The data were analyzed from the limit situations proposed by Paulo Freire and theoretical references from the Chemistry area. These difficulties were overcome as the undergraduate students experienced experimental practices at different levels of investigation, developed during the intervention in the Estágio Obrigatório I discipline, and were challenged to develop and implement level 1 investigative activities in the classroom. Thus, when the teacher is given the opportunity to experience investigative practices in the initial training, possibly, he will be a disseminator of this practices when working at school. We hope that the results of this study, may inspire new researches on investigative experimentation in the formation of the Chemistry teacher. Finally, we understand that investigative activities should be encouraged and valorized in the context of initial training and that the academic be prepared to develop them in real teaching conditions. Keywords: investigative experimentation; teaching chemistry, university graduate.