Estudo e caracterização do pensamento docente espontâneo de ingressantes de um curso de licenciatura em química

Abstract

Spontaneous teaching thinking is a form of knowledge characteristic of school experience, in which students appropriate of practices by teachers who have gone through their lives and put them into action when they become teachers themselves. Several authors have pointed to the limitations of this knowledge, since it is validated by common sense. In this sense, the present study aimed to verify, through interview and questionnaire methodology, whether the freshmen students in degree course in Chemistry have typical spontaneous conceptions of teaching thinking. To characterize it, we used the framework of didactic models by Garcia Perez. Supported on Textual Discourse Analysis, we observed that students actually bring ideas about teaching based on their experience in basic education, particularly as to the evaluation process.