O Diário de Bordo na formação inicial de professores de química: concepções, potencialidades e desafios

Abstract

The potential of the Logbook is multiple, both in the field of initial training of Chemistry teachers, and in the context of Basic Education. It is considered the birthplace of teacher reflection, in addition to contributing to the improvement of writing, the teaching constitution and favoring the training of teachers with skills that make them reflective professionals, through observation, action, reflective writing and critical analysis of a certain experience. However, the use of this instrument in the initial training of Chemistry teachers meets resistance, due to the technical aspect of the courses where writings of a predominantly academic and descriptive nature still prevail. In view of this, in addition to enabling a space for expression and development of reflection, the present study aims to investigate the contributions of the Logbook for undergraduates in Chemistry of the Federal University of Juiz de Fora, seeking to follow the evolution of writing, as well as to investigate and minimize the challenges and resistances during the process. The methodological path took place in the discipline of Instrumentation for the Teaching of Chemistry, where we carried out the planning and monitoring of the classes. First, we applied a questionnaire on the Logbook to draw a diagnosis of the conceptions and experiences of the undergraduates on this instrument. Then, the undergraduates were instructed to prepare their own Logbooks during the discipline and, subsequently, we conducted a theoretical class on this instrument and its contributions. Finally, the undergraduates created a teaching proposal covering the Logbook in Basic Education. To analyze and interpret the data, we rely on Content Analysis. The results beckon to the importance of this instrument as a propellant of reflection and the teaching constitution, since, although the challenges and resistances that emerged during the course, the Logbook opened space for the improvement of writing and reflection, triggering the investigation, resignification and critical and constructive analysis of the teaching conduct itself, potentiated by the moments of formative dialogue. However, initially, we contained descriptive records and, as they deepened the description through a broader and enriched account of details of the events experienced, the undergraduates were weaving the reflective level. In addition, this instrument enabled a means of expression, favoring a space of constant reconstruction of knowledge, conceptions and learning. Through the elaboration of the didactic proposal, the undergraduates put into practice the learning and reflections acquired in the course of the discipline and/or training course, from the self-reflection on the pedagogical potential that the Logbook has, when allied to the teacher in the teaching and learning process. In addition, although writing in the Logbook is a newly acquired habit in the studied context, this instrument brought contributions in the training of the participants, signaling the importance of proposing, in the formative and educational spheres, strategies that encourage the act of writing and reflecting on the lived.