Formação continuada de professores de química e o ensino experimental na perspectiva do professor reflexivo

Abstract

The teaching of science and in particular the teaching of Chemistry had been designed in a utilitarian perspective. In the last decade with the development of the field of Education Sciences, the tendency to adopt a broader perspective Science Education regarding to the recovery of historical and social aspects that contribute to the formation of critical, participatory and autonomous subjects has grown, preparing them to act more effectively in society. Regarding to teacher training, in the 80s, a movement called “The reflective teacher " which aims at training to operate in this new context has emerged . This movement is characterized by the formation through reflection and questioning of tacit knowledge in order to produce answers to the complex nature of problems found in professional action. Given this scenario, how can we contribute to the continuing education of teachers of Chemistry, encouraging reflection on their practice making them more aware and critical? To contribute to the training of teachers, Federal University of Juiz de Fora promoted in 2011 the course entitled: “O uso da experimentação no Ensino de Química”, which was the reference for this investigation. Therefore, nineteen teachers who attended the course were the subjects of this research. The methodology was qualitative, the theoretical principles of Collaborative Research. Data analysis was based on the theoretical principles of “content analysis“. The research was developed in two steps. In Step I, the survey of conceptions of teaching science and the teaching of experimental Chemistry was performed and two teachers , P1 and P2 were selected for Phase II , characterized by a process of individual reflection from the Cycle reflection suggested by Smyth (1992 ) , consisting of four actions : describe , inform , confront , the rebuild. Observed in Phase I that teachers understand the teaching of science by utilitarian bias, besides being dependent on educational planning their lessons books. In Phase II, we conclude that critical reflection enabled P1 and P2, the awareness of their actions, making room to be constituted as subjects and agents of change. Thus, we defend the critical thinking as a way capable to contribute to closer ties between theory and practice, beyond the explicit tacit knowledge of these professionals as essential for changing teaching practice condition.