Aprendizagens de um grupo de futuros(as) professores(as) de química na elaboração de conteúdos pedagógicos digitais: em face dos caminhos abertos pela Lei Federal nº 10.639 de 2003

• Ano de defesa: 2009
• Autor(a) principal: Pinheiro, Juliano Soares
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Química; Ciências Exatas e da Terra; UFU
• Palavras-chave em Português: Química; África; Aprendizagens para docência; Professores de química Formação; Química - Estudo e ensino; África - História; Discriminação na educação; Tecnologia educacional; Chemistry; Africa; Learnings for teaching; CNPQ::CIENCIAS EXATAS E DA TERRA::QUIMICA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/17301

This study aimed to analyse and identify the learnings (and the kinds of learnings) of a group of four students of a Chemistry Teaching Degree course from a Federal University in Minas Gerais, involved in the production of digital contents (Learning Objects) from the project RIVED (Virtual Interactive Network of Education). This production involved the development of Chemistry Learning Objects having as a basis the History of Africa and Afro-Brazilian Culture with the purpose of implementing the Law 10.639/03. This study is inserted in the perspective of a qualitative research, characterized as a case study. The techniques used for the construction of data were application of questionnaires, observation and recording of digital audio in the meetings held with the group of students for discussing the production stages of the Learning Objects and the analysis of the documents produced by them (pedagogical design and guideline). According to the analysis of the constructed data we could notice that the attempt to implement the legislation in Chemistry teaching could foster the dialogue among differences; could question speeches that reinforce discriminations and stereotypes; tense up pre-established contents; institute a process of formation of teachers sensible to cultural diversity and able to (re)create alternative practices that articulate the chemical knowledge and the view on the africanities; respect the several and different cultures and understand the specificities and the complexity in treating the theme as a configurator axis of a purpose of a teaching and learning process for the Chemistry teaching. Working in the perspective of ethnic-racial diversity in a positive way implied in repealing the pseudo-didactic spontaneism generated by the lack of planning and the ideological maintenance that the black contribution to Brazilian society was just as slave labor.