A organização de disciplinas de práticas de ensino na licenciatura em química: proposições pautadas nos princípios da pedagogia histórico-crítica e da atividade orientadora de ensino

Abstract

The organization of the teaching process in Historical-Critical Pedagogy (PHC, acronym in Portuguese) seeks to overcome the traditional model that marks science teaching and teacher training. However, the processes of demethodization and didacticization in pedagogical interventions structuring based on this theory reveal misconceptions, which were also perceived in the difficulties experienced in the context of the Chemistry degree course at the Palmas campus of the Federal Institute of Paraná (IFPR, acronym in Portuguese). For this reason, this study aimed to develop a general organization modus of chemistry teaching subjects in this context. To do só, we used the Teaching Guiding Activity (AOE, acronym in Portuguese). This research, based on Historical-Dialectical Materialism and organized on the basis of Activity Theory, involved the following investigative movements: theoretical studies to understand categories of the selected theories and propose intersections that would allow the general organization modus to be constructed; the development and analysis of a didactic intervention within the investigated course scope; the development of the educational product, in the form of instructional material; and its validation in a continuing education course with Natural Sciences professors at the IFPR. Thus, considering the intervention with the undergraduate students, the synchronous and face-to-face meetings transcripts were analyzed, taking the essential movements of the collective activity as the unit of analysis, to highlight the categories mobilized. Regarding the teacher training course, a textual content analysis of the synchronous meetings transcripts, the materials handed in by the participants, and two questionnaires was carried out in order to create categories that would make it possible to understand difficulties in relation to the appropriation of PHC and AOE at IFPR and to highlight the components of the activity and the movements of the organizational mode constructed in this study. These processes were carried out with the aid of Atlas.ti. Software and enabled the consolidation of the material produced, which aims to bring professors closer to the fundamental concepts present in the mode of organization based on an example of the didactic intervention developed. The main result was the possibility of interrelationship between AOE and PHC to support organization and reflection on the educational process. And, specially, to strengthen teachers’ active role in organizing and directing the pedagogical activity and in understanding that the students’ catharsis depends on factors that go beyond the classroom. Furthermore, the movements of AOE allow for the didactic organization of the educational process, overcoming the process of didacticization and enhancing the relationship between the processes of problematization-instrumentalization and catharsis. In addition, the applicability and replicability of the educational product in other Natural Sciences undergraduate courses subjects was highlighted. Other limitations to the development of PHC at IFPR include the need for further theoretical study and better working conditions for professors at the Institute. Finally, we suggest that future studies could focus on the analysis of learning activity, in particular the movement of catharsis, and deepen the process of organizing teaching from the perspective proposed in new groups and contexts.