Scientific and Pedagogical Knowledge of Chemical Contents Expressed by Teachers of the Pedagogical Residency in Chemistry

Detalhes bibliográficos
Autor(a) principal: Santos, Laiene Maria Rodrigues dos
Data de Publicação: 2024
Outros Autores: Calcanhoto , Karla Katherine Nascimento, Ribeiro, Marcel Thiago Damasceno
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4522
Resumo: The present work aims to understand the scientific and pedagogical content knowledge of teachers in the Pedagogical Residency Program in Chemistry, at the Federal University of Mato Grosso, identifying which and how this knowledge influences pedagogical practice. Knowledge is presented as a theoretical construct from the perspective of Pimenta (2012), Gauthier et al. (2013), Shulman (2014) and Tardif (2014). The research method consists of a qualitative approach, based on Narrative Research, using questionnaires and semi-structured interviews as investigative instruments. Discursive Textual Analysis was adopted for analysis. The results highlight the legitimacy of scientific knowledge in the teachers' pedagogical work methodologies, however, they may be used in a reductionist way or in a way that provides epistemological obstacles. Finally, this research contributes to Science Education by highlighting needs that must be addressed in initial teacher training, for example, epistemological vigilance, mobilization and interweaving of knowledge necessary for teaching.
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spelling Scientific and Pedagogical Knowledge of Chemical Contents Expressed by Teachers of the Pedagogical Residency in Chemistry Conocimiento Científico y Pedagógico de Contenidos Químicos Expresado por Docentes de la Residencia Pedagógica en Química Saberes Científicos e Pedagógicos de Conteúdos Químicos Expressos por Professoras da Residência Pedagógica em Química Educação em CiênciasSaberes Docentes Residência Pedagógica em QuímicaEnsino MédioPesquisa NarrativaScience Education Teaching Knowledge Pedagogical Residency in ChemistryHigh schoolNarrative ResearchEnseñanza de las CienciasEnseñanza del Conocimiento Residencia Pedagógica en QuímicaEscuela SecundariaInvestigación NarrativaThe present work aims to understand the scientific and pedagogical content knowledge of teachers in the Pedagogical Residency Program in Chemistry, at the Federal University of Mato Grosso, identifying which and how this knowledge influences pedagogical practice. Knowledge is presented as a theoretical construct from the perspective of Pimenta (2012), Gauthier et al. (2013), Shulman (2014) and Tardif (2014). The research method consists of a qualitative approach, based on Narrative Research, using questionnaires and semi-structured interviews as investigative instruments. Discursive Textual Analysis was adopted for analysis. The results highlight the legitimacy of scientific knowledge in the teachers' pedagogical work methodologies, however, they may be used in a reductionist way or in a way that provides epistemological obstacles. Finally, this research contributes to Science Education by highlighting needs that must be addressed in initial teacher training, for example, epistemological vigilance, mobilization and interweaving of knowledge necessary for teaching.El presente trabajo tiene como objetivo comprender los conocimientos de contenidos científicos y pedagógicos de los profesores del Programa de Residencia Pedagógica en Química de la Universidad Federal de Mato Grosso, identificando cuáles y cómo esos conocimientos influyen en la práctica pedagógica. El conocimiento se presenta como un constructo teórico desde la perspectiva de Pimenta (2012), Gauthier et al. (2013), Shulman (2014) y Tardif (2014). El método de investigación consiste en un enfoque cualitativo, basado en la Investigación Narrativa, utilizando como instrumentos de investigación cuestionarios y entrevistas semiestructuradas, para el análisis se adoptó el Análisis Textual Discursivo. Los resultados resaltan la legitimidad del conocimiento científico en las metodologías de trabajo pedagógico de los docentes, sin embargo, pueden ser utilizados de manera reduccionista o de manera que proporcione obstáculos epistemológicos. Finalmente, esta investigación contribuye a la Educación en Ciencias al resaltar necesidades que deben ser atendidas en la formación inicial docente, por ejemplo, la vigilancia epistemológica, la movilización y el entrelazamiento de conocimientos necesarios para la enseñanza.O presente trabalho visa compreender os saberes científicos e pedagógicos de conteúdo de professoras do Programa Residência Pedagógica em Química, da Universidade Federal de Mato Grosso, identificando quais e como esses saberes influenciam o fazer pedagógico. Apresenta-se como construto teórico os saberes na perspectiva de Pimenta (2012), Gauthier et al., (2013), Shulman (2014) e Tardif (2014). O método de pesquisa consiste na abordagem qualitativa, a partir da Pesquisa Narrativa, tendo como instrumentos investigativos questionário e entrevista semiestruturada, para análise de adotou-se a Análise Textual Discursiva. Os resultados evidenciam a legitimidade dos saberes científicos nas metodologias do trabalho pedagógico das professoras, no entanto, podem estar sendo utilizados, de forma reducionista ou de forma a proporcionar obstáculos epistemológicos. Por fim, esta pesquisa contribui para Educação em Ciências ao evidenciar necessidades que devem ser advertidas na formação inicial de professores, por exemplo, vigilância epistemológica, mobilização e entrelaçamento dos saberes necessários a atuação docente.Editora Cruzeiro do Sul2024-03-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/452210.26843/rencima.v15n1a14Revista de Ensino de Ciências e Matemática; v. 15 n. 1 (2024): jan./mar.; 1-252179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/4522/2163https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccess Santos, Laiene Maria Rodrigues dos Calcanhoto , Karla Katherine Nascimento Ribeiro, Marcel Thiago Damasceno2024-04-12T19:10:07Zoai:ojs.pkp.sfu.ca:article/4522Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2024-04-12T19:10:07Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Scientific and Pedagogical Knowledge of Chemical Contents Expressed by Teachers of the Pedagogical Residency in Chemistry
Conocimiento Científico y Pedagógico de Contenidos Químicos Expresado por Docentes de la Residencia Pedagógica en Química
Saberes Científicos e Pedagógicos de Conteúdos Químicos Expressos por Professoras da Residência Pedagógica em Química
title Scientific and Pedagogical Knowledge of Chemical Contents Expressed by Teachers of the Pedagogical Residency in Chemistry
spellingShingle Scientific and Pedagogical Knowledge of Chemical Contents Expressed by Teachers of the Pedagogical Residency in Chemistry
Santos, Laiene Maria Rodrigues dos
Educação em Ciências
Saberes Docentes
Residência Pedagógica em Química
Ensino Médio
Pesquisa Narrativa
Science Education
Teaching Knowledge
Pedagogical Residency in Chemistry
High school
Narrative Research
Enseñanza de las Ciencias
Enseñanza del Conocimiento
Residencia Pedagógica en Química
Escuela Secundaria
Investigación Narrativa
title_short Scientific and Pedagogical Knowledge of Chemical Contents Expressed by Teachers of the Pedagogical Residency in Chemistry
title_full Scientific and Pedagogical Knowledge of Chemical Contents Expressed by Teachers of the Pedagogical Residency in Chemistry
title_fullStr Scientific and Pedagogical Knowledge of Chemical Contents Expressed by Teachers of the Pedagogical Residency in Chemistry
title_full_unstemmed Scientific and Pedagogical Knowledge of Chemical Contents Expressed by Teachers of the Pedagogical Residency in Chemistry
title_sort Scientific and Pedagogical Knowledge of Chemical Contents Expressed by Teachers of the Pedagogical Residency in Chemistry
author Santos, Laiene Maria Rodrigues dos
author_facet Santos, Laiene Maria Rodrigues dos
Calcanhoto , Karla Katherine Nascimento
Ribeiro, Marcel Thiago Damasceno
author_role author
author2 Calcanhoto , Karla Katherine Nascimento
Ribeiro, Marcel Thiago Damasceno
author2_role author
author
dc.contributor.author.fl_str_mv Santos, Laiene Maria Rodrigues dos
Calcanhoto , Karla Katherine Nascimento
Ribeiro, Marcel Thiago Damasceno
dc.subject.por.fl_str_mv Educação em Ciências
Saberes Docentes
Residência Pedagógica em Química
Ensino Médio
Pesquisa Narrativa
Science Education
Teaching Knowledge
Pedagogical Residency in Chemistry
High school
Narrative Research
Enseñanza de las Ciencias
Enseñanza del Conocimiento
Residencia Pedagógica en Química
Escuela Secundaria
Investigación Narrativa
topic Educação em Ciências
Saberes Docentes
Residência Pedagógica em Química
Ensino Médio
Pesquisa Narrativa
Science Education
Teaching Knowledge
Pedagogical Residency in Chemistry
High school
Narrative Research
Enseñanza de las Ciencias
Enseñanza del Conocimiento
Residencia Pedagógica en Química
Escuela Secundaria
Investigación Narrativa
description The present work aims to understand the scientific and pedagogical content knowledge of teachers in the Pedagogical Residency Program in Chemistry, at the Federal University of Mato Grosso, identifying which and how this knowledge influences pedagogical practice. Knowledge is presented as a theoretical construct from the perspective of Pimenta (2012), Gauthier et al. (2013), Shulman (2014) and Tardif (2014). The research method consists of a qualitative approach, based on Narrative Research, using questionnaires and semi-structured interviews as investigative instruments. Discursive Textual Analysis was adopted for analysis. The results highlight the legitimacy of scientific knowledge in the teachers' pedagogical work methodologies, however, they may be used in a reductionist way or in a way that provides epistemological obstacles. Finally, this research contributes to Science Education by highlighting needs that must be addressed in initial teacher training, for example, epistemological vigilance, mobilization and interweaving of knowledge necessary for teaching.
publishDate 2024
dc.date.none.fl_str_mv 2024-03-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4522
10.26843/rencima.v15n1a14
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4522
identifier_str_mv 10.26843/rencima.v15n1a14
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4522/2163
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 15 n. 1 (2024): jan./mar.; 1-25
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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