Semioses na sala de aula de Química Orgânica no Ensino Superior: um olhar a partir da perspectiva peirceana

Abstract

This research aimed to study different semiosis, in activities that mobilized ways of representing chemical entities, from the teaching practice of a Higher Education teacher of Organic Chemistry, when using: material tools such as ball and stick models, graphic representations, and audiovisual production. Peirce's semiotics offered us a robust theoretical, methodological and analytical framework to carry out investigations in the context of teaching and learning. We placed the diagram sign as an operational icon, which allowed us to reveal relationships between the parts of the object and provide additional learning about the use of this sign in the situations studied. We printed an empirical configuration that highlighted teaching situations from different perspectives, such as: audiovisual recordings of Organic Chemistry classes, audiovisual production of students and interviews with the professor of the discipline. From the analyses, we defend the strategy of using the hybrid sign [Human + Tools] as a possibility of unified treatment of the different sign manifestations in action in the analysis shifts: speech, gestures, material and graphic tools, among others. This choice also allowed us to study semiosis taking into account this sign hybridism. Semiotic analysis was able to highlight the fact that the same sign form presents different semiosis from the point of view of teaching and learning, for example, from Secondness and Thirdness. The strategy of inducing audiovisual production, developed by the teacher, was potentially revealing of the meanings that students add during the teaching process, situated in relation to the classroom, and as an event that manifests a semiotic continuum between different places in education. Additionally, we can infer that the teacher's practice determined aspects of semiosis in teaching situations, from a permanent process of reflection, rooted in her knowledge of experience, which can be considered an important step in continuing university education. We wish to contribute to the field of investigations about representations, considering teaching situations in their complexity and in strict relation to Peircean semiotics