Análise da formação do pensamento de professores de química: um olhar a partir da epistemologia de Ludwik Fleck

Abstract

The present research is a result of the investigation of styles of thought and collective thought of graduated teachers from the Chemistry Licentiate course of the Federal University of Fronteira Sul (UFFS) - Campus Cerro Largo / RS, as a qualitative study. The study is relevant to the process of teacher training at UFFS, considering that the university is active, in the Macromissioneira - northwest region of the state of Rio Grande do Sul, since 2010, and in the first three years were offered vacancies in the course in Sciences: Biology, Physics and Chemistry, among others. In the year 2013, was created the Chemistry Licentiate course and, after more than five years of University training activities in the regional context, there are currently graduates of the above-mentioned course already active in regional basic education, which justifies the importance of analyzing the development of the thinking of the graduates. With this, the research is designed to identify the permanence or transformation of the styles of thought of the teachers, after the conclusion, of the graduating in the referred course. The thinking style is a category of Ludwik Fleck and corresponds to the subject's perception of what is shared with him. Thus, the context of formative experience determines the way of thought and consequently the styles of thought of the subject. In the process of initial training the subjects share theories and practices that contribute to the establishment of the thinking style that may or may not remain after the course is completed. It is part of the understanding that the thinking style expresses marks of the contexts in which the subject lived/experiences, and can transform itself in the appearance of complications. Complications arise from moments when there are exceptions to the way of thinking of the subject and contribute to the process of instituting a new thinking style. Guided from the perspective of content analysis, three categories of thinking style were identified: EP Químico, teachers who seek to recruit students from the basic school to enter courses in the technological area; EP Educador, subjects concerned only with the issues of Brazilian education, seeking to interact with the students affectionately, without due care with the specific contents of the area of knowledge in which they act or intend to act; and EP Químico-Educador, who seek to train critical students who are aware of everyday issues related to chemical concepts. The understanding of the thinking style categories of graduates contributes to qualify the initial training process of the courses in the area of Natural Sciences of UFFS - Campus Cerro Largo / RS, especially the Chemistry Licentiate course and allows studies in other training contexts.