Saberes científicos e pedagógicos de conteúdos químicos expressos por professoras do Programa de Residência Pedagógica em Química da UFMT

• Ano de defesa: 2022
• Autor(a) principal: Santos, Laiene Maria Rodrigues dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação em ciências; Saberes docentes; Residência pedagógica em química; Ensino médio; Pesquisa narrativa; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Science education; Teaching knowledge; Pedagogical residency in chemistry; High school; Narrative research
• Link de acesso: http://ri.ufmt.br/handle/1/3996

The present work, from an investigative perspective, aims to understand the scientific and pedagogical content knowledge of preceptors and graduates of the Pedagogical Residency Program in Chemistry at the Federal University of Mato Grosso, identifying which and how this knowledge influences both the pedagogical work of these teachers in the classroom, as well as their own life trajectories. In this context, the guiding question of this research is: How is the scientific and pedagogical knowledge of chemical content underlying the teaching of preceptor and former teachers of the Pedagogical Residency Program in Chemistry configured and expressed when they report the teaching they do in Basic Education? This research has as participants two preceptors and two graduates of the first team of the Chemistry Residency Program of the Federal University of Mato Grosso. The research method consists of a qualitative approach, based on the assumptions of Narrative Research as a research procedure, as it allows the researcher to verify the knowledge employed by teachers in the construction of their scientific and pedagogical knowledge, and how this knowledge is acquired. As for the investigative instruments for the production of field texts, we used: a questionnaire, for the characterization of the participants, a semi-structured interview with narratives from the participants involved in the research, with video recording. To analyze the field texts and construct the research texts, we adopted the Textual Discourse Analysis, for providing new and significant conceptions about the investigated narratives. The results highlight the most significant experiences of the teachers in the Pedagogical Residency in Chemistry, the impacts generated and the contribution to the knowledge base. They also point to the legitimacy of scientific knowledge in the methodologies of the pedagogical work of all the teachers, however, in some aspect, it may be being used in a reductionist manner or in a way that provides an epistemological obstacle. Thus, the results obtained in this study are intended to contribute to reflections and discussions in the scenario of interweaving scientific and pedagogical knowledge of chemistry content in high school, in order to contribute to the construction of knowledge in the area of science education.