A contribuição da formação inicial na construção dos saberes docentes dos licenciandos em Química da UFJF

Abstract

The teacher's knowledge that characterize the relationship between the spaces and experiences during the course of training of teachers and composed of specific, pedagogical, methodological and experiential knowledge. Teacher training begins even before the students enter in university, when they incorporates ideas, attitudes and behaviors about teaching that constitute the experience knowledge of pre-training, considered important to be discussed throughout the initial training, since they are built unconsciously and uncritically. Then, during the initial training, the licensing builds specific, pedagogical and methodological knowledge. Later, during the professional exercise, the teacher builds knowledge from experiences in the workplace and in relation to other teachers. Before all the training opportunities we wonder if the initial formation of Chemistry teachers at the Federal University of Juiz de Fora has contributed to the reconstruction of teaching knowledge from the reflection on the experience knowledge of pre-training and how these are articulated along the initial training, in the view of undergraduates. So we aim in this work to investigate the construction of teaching knowledge from the reflection on the knowledge of previous experience during the initial training and how the undergraduated studentes articulate the teacher's knowledge in their didatic sequences. From a qualitative approach, we use the assumptions of Content Analysis and didactic models of Garcia-Perez for data analysis built through questionnaires and interviews. We selected 21 undergraduates from the Chemistry course UFJF with active enrollment in the year 2014. We note that the students are assigning a balanced importance in relation to specific, pedagogical and methodological knowledge. The experience knowledge of pre-training are pointed to some as important for teacher training. We conclude that the initial training has contributed to the awareness of the experience knowledge of pre-training, allowing moments and spaces for reflection and reconstruction of teaching knowledge. In addition, by analyzing the knowledge mobilized in the didatic sequences developed by undergraduate students, we realized an evolutionary trend in conceptions of teaching throughout the course.