Atividades experimentais na formação inicial dos professores de química: uma integração com os documentos norteadores da educação básica a luz de Bachelard

Abstract

Experimental activities are a structural part of the disciplines in the specific area of Chemistry, which are in greater quantity in the degree courses in Chemistry. Due to the technical rationality underlying the history, educational policies and teacher educators, the bachelor’s character prevails in the experimental activities of the specific disciplines of Chemistry. These disciplines tend to present a strong empiricist-inductivist epistemological orientation, in which experimental activities tend to induce students to understand scientific knowledge primarily derived from experimentation, detached from the theoretical matrix that directs it as a possibility of truth. In addition, most of these subjects also do not consider the purposes of the licensure course directed by the documents for training teachers to work in basic education. Thus, the aim of this research is to propose a pedagogical action, from the perspective of Problem-Based Learning (PBL), with the use of experimental activities in the degree in Chemistry, considering the pedagogical obstacles on the concept of heat. The research was characterized as qualitative and participatory. Due to the COVID-19 pandemic, the research took place remotely. Of the 31 students enrolled in the discipline Practices in General Chemistry of the degree in Chemistry at the Universidade Tecnológica Federal do Paraná, Ecoville campus, Curitiba – PR, only 12 participated from start to finish. Data were generated from the initial questionnaire, from the resolution of a PBL problem situation on the concept of “heat”, from a developed teaching work plan and from self-assessment. The analysis of the materials took place using Categorical Content Analysis. The data generated from the collection instruments became the corpus, on which a priori categories were constituted, based on seven constructivist elements and on the seven pedagogical obstacles associated with the epistemological obstacles of Gaston Bachelard (1884- 1962). In addition, a posteriori category emerged. After using the educational product, the research revealed that PBL can contribute to integrating the specific concepts of Chemistry with the pedagogical ones, in experimental activities in the subject Practices in General Chemistry, in addition to combining dialogue, action and reflection. Regarding the specific concept “heat”, it was noted that the knowledge and identification of pedagogical obstacles to be considered at all stages of PBL can allow adjustments to the teaching processes, to enable the appropriation of this concept by undergraduate students.