A articulação dos saberes docentes à história e filosofia da ciência no processo formativo de um professor de química

Abstract

This article aims to analyze how the articulation of teacher knowledge mobilized by a future professor of Chemistry to the History and Philosophy of Science (HPS) in the context of the disciplines of Supervised Stage. In this context, we will use, as a methodological reference for the organization, analysis and interpretation of the data, the presuppositions in the Content Analysis, based essentially on the ideas of Bardin (2011) and adopt as a priori categories the Teaching Knowledge in History of Science - disciplinary; pedagogical; curricular; and experiential, presented by Stanzani et al (2017). Given the above, the research results showed that the knowledges mobilized by the licensing were elaborated again during the stages, and in the first moment, even if not founded, the licensing prioritized the pedagogical knowledge, and at the end of the stages prioritized the experiential ones. In this sense, it is understood that the process of placing the licensing in an active role in evaluating his own posture and dynamics in the classroom, using a historical approach in the proposition of the classes, contributes to a more reflective formation, allowing the licenciando to reassess and re-elaborated their initial ideas, reflecting on their conceptions and how they may imply in the teaching and learning process of scientific concepts.