A articulação de saberes docentes em um curso de licenciatura em química por meio da prática como componente curricular

Abstract

Initial education as a basis to start the journey when becoming a teacher is based on different knowledge. This dissertation theme refers to the articulation of Teaching Knowledge in a graduation course in Chemistry, considering the possibilities offered by Practice as a Curricular Component (PCC). For this, I developed this research with a qualitative approach, focused on the Case Study, investigating the graduates, four teachers, and the course coordinator, to investigate the component's contributions regarding the articulation of Teaching Knowledge. Qualitative research in the form of a Case Study was chosen considering that the study object is loaded with ideologies and subjectivities and, that the research locus has particular and not universal characteristics (ALVES, 1981; LUDKE e ANDRÉ, 1986; MINAYO e DESLANDES, 2002). The objective that guides the study is: to understand how Practice as a Curricular Component of the Chemistry Graduation course at the Instituto Federal Farroupilha - campus Panambi contributed to the process of training graduates to articulate Teaching Knowledge. As a method of data collection, I followed the premise of Bauer and Gaskell (2002) on instruments that express the characteristics of a social group through the opinions of social actors and that value the participants' individual experiences. Then, I used interviews, with teachers, and questionnaires, with graduates, both elaborated in an open way (GIL, 2008) with the objective of not limiting the subjects' responses. The theoretical contribution was made based on reflections on Teaching Knowledge from the perspective of Pimenta (1997) and on the Initial Teacher Education according to Silva and Schnetzler (2005; 2008) and Nóvoa (1992), in addition to the documents that regulate the Practice as a Curricular Component. The results of the investigation pointed that the main forms of articulation of Teaching Knowledge through Practice as a Curricular Component are: contact with educational practice; the development of teacher activities; the articulation between theory and practice; projects elaboration; sharing experiences; and the reflection of the processes carried out. The knowledge needed for teaching, according to the participants, are learning knowledge, pedagogical knowledge, experience knowledge, knowledge of pedagogical action, teacher-student relationship knowledge, inclusion knowledge, politics knowledge, curriculum knowledge, commitment knowledge, and communication knowledge. Such contributions allow us to conclude that the undergraduate student is always in the process of articulating Teaching Knowledge when he develops the PCC, therefore, it makes it possible to get to know the school, plan, study the content and develop the practice.