Tabela periódica interativa: contribuições de uma proposta de educação não formal para a formação continuada de professores de química

Abstract

This thesis presents an investigation whose objectives were centered in the analysis of the contributions on there levance of the establishment of relations between a Science Center, the University and the School, based on the debates about the continuous formation of teachers from a perspective of valuing the exchange of experiences and reflection on pedagogical practices. A process of continuous training was organized, based on the theme, Periodic Table Teaching, which was developed with the involvement of teachers of higher education and basic education, in 2015, at the Science Center. The meetings were video-recorded, which allowed the delimitation and transcription of the episodes of analysis. In addition, questionnaires and a field diary were also used in order to construct a corpus of data that contributed to answer the questions of this research. The analysis process was guided by the assumptions of Content Analysis, which led to the organization of categories, both a priori and a posteriori, related to the data produced. The theoretical discussion is supported by the studies about teacher training in the face of a dialogical perspective between theory and practice considering the challenges of teaching chemistry, from the approach of ludic activities, the history of science and experimentation. The analysis shows that the dialogue, provided from the collective, made up of teachers of basic education and university, collaborated so that those involved could share their experience sand reflection their practices. It was also highlighted the importance of establishing relations between the Science Center and the basic school, which has contributed to the teacher shave a material and pedagogical contribution in the development of their classes. In addition, through the analysis of their flections developed during the formative process, it was possible to perceive contributions, which point to a more critical view, regarding the approaches of the ludic activities, the history of science and experimentation, in the chemistry teaching, in particular in periodic table teaching.