A (Trans)formação do conhecimento didático do conteúdo químico de uma professora/pesquisadora no itinerário formativo ciclo de vida dos materiais

Abstract

In this research, we sought to explore the (trans)formation of a teacher's Didactic Content Knowledge of the Chemical (DCK), when planning, developing and analyzing lessons aimed at the New Secondary Education, in the formative itinerary life cycle of materials. The research arises from discussions that involve the characteristics of the teaching profession, teacher training and the changes that occur in the study scenarios, as well as considering the relevance of reflection and research on the teaching profession, in the search for new possibilities of methodologies, themes and, especially, to better know and act in the context of the school. In this sense, we start from the understanding that each teacher has unique knowledge that is specific to the teaching profession in Chemistry and to this end, we use the DCK framework, which allows us to analyze the teacher's actions. This research was carried out by analyzing a didactic sequence developed in the Life Cycle of Materials training itinerary, on the teaching practice of the teacher/researcher, author of this dissertation. The research involved the analysis of empirical data: lesson plans, field diaries, recordings and transcriptions of classes, using discursive textual analysis, that allowed us to discuss an a priori category, which deals with the components of the DCK (Disciplinary, Contextual, Metadisciplinary and Psychopedagogical), and two emerging categories that discuss socio-environmental issues and teacher-student relations. The results provide evidence of the possibility of observing the contribution and (trans)formation of the DCK components, as well as the constant articulation, development and improvement of the chemical DCK. This occurs when the teacher/researcher evaluates her praxis in the context of the itinerary analyzed, which points to the importance of knowing and reflecting on the components of the DCK, socio-environmental issues and the relationship between teacher and students, of affectivity, in a process of critical reflection and supported by theoretical bases, which help to qualify conceptions and actions involved in professional training, as a chemistry teacher/researcher.