A escrita, a fala e a leitura com prática de ensino num curso de química licenciatura: pontencialidades e limitações

Abstract

This article is a study that deals with the understanding of chemistry teachers in the use of writing, speech and reading as Teaching Practice (PE) in Chemistry Degree Course. We aim to understand to what extent the use of these instruments was characterized as PE and how it has become constitutive of the pedagogical practice of the teacher. The data was produced by analyzing the Pedagogical Project of the Course, the Plans of Education Curriculum Components (CCRs) specific chemicals (delivered between 2013/01 and 2014/02) and through semi-structured questionnaires sent to teachers of the respective CCRs. Then, for the construction of the results, the data were categorized as having input principles of Discursive Textual Analysis (DTA) proposed by Moraes and Galiazzi (2007). The categories that emerged from the analytical process refer to the meanings attributed by teachers to PE to do and propose the use of cultural tools in chemistry class. The results built point to the importance of the chemical language by the use of writing appropriation, speech and reading both for the performance of future teachers as well as for the process of signification of the language and learn chemistry.