O ensino de química na perspectiva dialógico-problematizadora: uma possibilidade para a formação do docente reflexivo de sua prática

Abstract

Teacher training has been widely debated among trainers and researchers in recent decades, from which innumerable training proposals have emerged. However, the question about initial training is the academic failure to train the teachers to face the challenges they will find in the school reality, which is why continuing education courses are needed throughout the professional life of the teacher. Continuous training is not justified only in the development of innovative methodological techniques, articulators of scientific content and social context, but also by the need for training that allows dialogue between peers and between the trainer and the teacher in training, besides reflexivity on questions of education, from the methodologies to the public policies of the educational area. This study aims to investigate how the planning of the teaching action of Chemistry in the dialogical problematic perspective can contribute in the promotion of the formation of reflective teachers of its practice. Therefore, a continuous training course has been organized for the Chemistry professors of the state public schools of Curitiba to discuss the organization of a Teaching Work Plan (TWP) oriented to the Three Pedagogical Moments (3PM), which present the perspective dialogical-problematizing. Participatory Research (PR) has been defined as a methodology, to refute scientific neutrality and distancing the researcher from its object and establishes dialogicity as the foundation of all research, both in the content of continuing education and its dynamics. To analyze and interpret the data, the Content Analysis procedures have been used, with the theoretical-methodological contribution of Bardin. 3PMs are used in two levels, as a programmatic content and in the pedagogical dynamics of continuous training, based on what a qualitative approach requires: the subjectivity of experience and daily practice, as important as quantitative data or narrative of the discourses, which should encourage the teacher to reflect on his own practice. The results show that the 3PMs, through training in the dialogical problematizing perspective, promotes reflexivity in the collective, avoiding the teacher's individual reflection, wich increases the possibilities of change. Although your daily practice remains traditional, since no change occurs instantly.