Investigação sobre o pensamento docente espontâneo na formação inicial de licenciandos em química da Universidade Federal de Juiz de Fora

Abstract

The focus to this research was the teacher’s knowledge of students entering the undergraduate program in chemistry at the Universidade Federal de Juiz de Fora. To understand how this knowledge is build and what its characteristics are, it was used the theoretical frameworks of Maurice Tardif, Rafael Porlán, Selma Pimenta as well Ana Maria de Carvalho and Daniel Gil-Perez. All these researchers point to several types of knowledge that converge into two main groups: knowledge built during the school experience, and formal knowledge built during the graduation. This knowledge built during the experience has different names and for this work we adopted the nomenclature proposed by Carvalho and Gil-Pérez, spontaneous teaching thought. It presents as an uncritical, incorporated unconsciously and that brings limitations for teaching practice because it ignores important points of the teaching and learning process, besides is validated by the common sense. Although such knowledge has been known and questioned since the 1980s decade, proposals on how to approach it have not been found during the teacher training. Therefore, the aim of this research was to identify and characterize the spontaneous teaching thought of the students entering the undergraduate program in chemistry, and propose an educational process for students to know the degree, reflect and elaborate this knowledge again. The data corpus was built from: (i) questionnaire, (ii) participant observation during a course and (iii) interview. The data were analysed following the steps of Textual Discursive Analysis proposed by Moraes and Galiazzi supported by the theory of Didactic Models by Garcia Perez. With all the data, was possible to identificate the main features from spontaneous teaching thought, such as unconscious incorporation and not reflected of older teachers’ practices. Another feature was the intention of to abandon the traditional teaching and offer innovative classes. However, when the didactic models were built by these students, it was noticed that there was a contradiction between the way of teaching – which was innovative - and how to evaluate - which was traditional. In parallel, it also became clear that the education process led to the initial thought of those students who, at the end of the course, already had different conceptions of those initials and showed awareness that the proposal made in the first week of school was ruled by marks left by their older teachers.