Perguntar é inusitado? Analisando os discursos de professores(as) de química sobre questionamentos em sala de aula

Abstract

Starting from the premise that asking is an essential activity for teaching and learning and that the questions of the students, especially those that reveal curiosity, creativity and interest in learning science, can awaken the construction of knowledge, this research is located in the problematic of understanding teachers' discourses about the questions asked by students in the classroom. We emphasize that these questions can also reveal rebelliousness, challenge to the teacher, subterfuge to the class, etc. Thus, we call them insightful questions and delineate meanings for the term from the theoretical-methodological referential French discourse analysis. The objective of this work was to build an understanding about the conceptual proposal of insightful questions from the chemistry teachers' discourses about the questions made by students. We conducted semi-structured interviews with three teachers who teach chemistry in Basic Education in the city of Juiz de For a - MG, in federal, state and private networks. The interviews were recorded in audio and transcribed. In our analysis, we noticed indications that, although the teacher is subject to the fulfillment of contents charged in external evaluations, to sanctions from accountability, lack of time and other factors, even so he is concerned with planning research, experimental, constructive and contextualising classes, considering the students' questions. In the teachers' speeches, we find questions that come close to the proposal of insightful questions and others that deviate from the term and emphasize that interlocution is a key concept in understanding whether a question is insightful or not. We have also seen that insightful questions often related to the experiences lived by the students, mainly due to the influence of the media or something that is part of their daily life.