SOCIO-SCIENTIFIC TRAINING IN LICENSING IN CHEMISTRY: SPEECH AND TEACHING PRACTICE

• Autor(a) principal: TARGINO DE MOURA, FRANCISCO MARCONCIO
• Data de Publicação: 2022
• Outros Autores: BRAVO E SÁ CARNEIRO, CLAUDIA CHRISTINA
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Linguagens, Educação e Sociedade (Online)
• Texto Completo: https://periodicos.ufpi.br/index.php/lingedusoc/article/view/2848
• topic: Licenciatura em Química; Formação de Professores; Currículo; Formação sociocientífica.; Licenciatura en Química; Formación de profesores; Reanudar; Formación sociocientífica.; Degree in Chemistry; Teacher training; Resume; Socio-scientific formation.

Socio-scientific training must be understood as the ability to relate chemical knowledge to social reality, reflecting on the interrelationships between science and technology within society, thus seeking to train critical citizens and able to make a personal and social decision regarding problem situations related to Science and Technology. Our research had as a guiding question to perceive if the degrees in Chemistry work the formation of teachers in a socio-scientific perspective as a means of dialogue between scientific formation and its relation with the social context, providing the expansion beyond the model of technical rationality, historically instituted. Our objective was to investigate elements constituting a socio-scientific perspective in the formation of teachers in undergraduate courses in Chemistry, aiming to identify an integration and articulation of this formation with the knowledge and practices of the teacher formation. Our research was of the qualitative type, where we chose the Collective Subject Discourse (CSD) as a method, in an approximate way that consists of the junction of the discourse of each subject participating in the research, giving rise to a discursive synthesis, which represents the collective qualitative thinking, presenting symbolically what the social collective of the research subjects thinks. The research sites were the Bachelor's Degree in Chemistry from two universities, one Federal and the other State. We observed that the training of licensed teachers in Chemistry favors technical-instrumental rationality and scientific disciplinary knowledge, not substantially and continuously dialecting these components with a socio-scientific and critical perspective in the training processes.