A (trans)formação do conhecimento didático do conteúdo no contexto da formação inicial em um curso de Licenciatura em Química

Abstract

The research investigates the (trans)formation of Didactic Content Knowledge (DCK) of students of a Teaching Degree in Chemistry during their initial training within a curricular component that includes a teaching internship. Such an internship involves the process of planning, developing, and evaluating High School Chemistry classes. The study derives from the understanding that teachers have unique and specific knowledge of the profession of teaching Chemistry, based on the DCK framework, which supports the analysis of the teacher’s actions and, above all, of the identity and development of the teaching profession. Using case study as a method, the research analyzed the context of the Supervised Internship III curricular component by monitoring and observing classes and the development of guidelines for the lesson plans, analysis of reports, seminars and activities prepared for the schools, using recording, transcription and logbook entries made by the researcher. The analysis of the collected data was performed using Discursive Textual Analysis (DTA), which allowed the discussion of four a priori categories and one emerging category. The a priori categories each address a DCK component (Context, Disciplinary, Metadisciplinary, and Psychopedagogical Knowledge) and have the function of highlighting the DCK mobilizations and (trans)formations during the Supervised Internship. In addition, the emerging category, called The Supervised Internships and the (trans)formation of DCK as a reflection of teaching praxis, presents data regarding the importance of reflection during the internships based on Chemical DCK. As a result, it was possible to demonstrate mobilizations and (trans)formations of DCK components that show the potential of the Supervised Internship III for the development and improvement of the Chemical DCK and in the process of action and reflection of the teaching praxis, which makes it possible to train critical and reflective teachers, capable of evaluating their own actions and (re)inventing themselves.