Laboratório no ensino superior e a formação docente: uma reflexão a partir da química de coordenação

Abstract

When conducting a survey in the curriculum of public universities in the Southeast Region, it was observed that many of these institutions of higher education have withdrawn theoretical and experimental disciplines of chemistry of coordination of curricular obligatory undergraduate chemistry courses. Coordination chemistry is a subject addressed in the disciplines of inorganic chemistry and has numerous applications in several areas of knowledge. The licensed in formation when having contact with this specific knowledge, may broaden its range of chemical knowledge, and influence its professional performance in the basic school. The present dissertation describes a research that sought to reflect on the contribution of the higher education laboratory in teacher education through coordination chemistry practices. For this, an extension course was held with teachers who teach the discipline of chemistry in elementary education. The planning of the course was based on the relationship between the contents of general chemistry that are approached in elementary education and the contents of chemistry of coordination approached in the theoretical discipline and in the experimental discipline during the initial formation. The objective of establishing this relationship was to make the practices of coordination chemistry could generate meanings, so that the teachers could establish a relation with their performance in the classroom. The practices sought to work contextualization under the historical perspective as an aid in the search for meanings, besides discussing the chemical knowledge involved in the experimentation. The results generated in this study indicate that the higher education laboratory in teacher education can assist the teacher in his professional performance, contributing to his relationship with the content that is taught in elementary school