Divulgação Científica: possibilidades de inclusão na prática pedagógica de professores de Química

• Autor(a) principal: Vieira, Alethéa Cristina
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: http://tede.unioeste.br/handle/tede/4395
• topic: Ensino de Química; Divulgação da ciência; Formação de professores; Estágio supervisionado; Chemistry Teaching; Dissemination of science; Teacher’s formation; Supervised internship; CIENCIAS HUMANAS::EDUCACAO

The theme of Scientific Divulgation (SD) becomes relevant in the face of the fact that the divulgation of advances in science and technology have given people the opportunity to learn about different areas of science. Many of the papers on SD are directed to the education in non-formal spaces, but the SD has also been used as a resource in science classes. Thereby, considering the SD as a tool to discuss Science in school, it is important that during the initial teacher's formation, this subject be explored in disciplines, projects, internship and others. One of the stages in the academic formation is the supervised internship, being this a moment in which the academic can experience the teaching practice. It’s in the supervised internship that, in some courses, the academics develop a Project of Didactic Action (PDA), whose purpose is to organize didactic activities to be experienced in classroom. In view of this context, this research sought to investigate whether academics of the Licentiate Chemistry course of a public university in the state of Paraná used SD in proposing their projects and if, after graduating, they continued to insert activities with SD in their classes. To conduct this research, the qualitative research approach was used, identifying the purposes of teaching SD in the PDAs and, later, interviews were conducted with the authors of the PDAs selected in the first stage. The time cut for this analysis was based on the projects elaborated in the years of 2014, 2015 and 2016. For the interviews analysis, some assumptions of the discourse analysis, proposed by Orlandi (2009, 2012), were used. Given the results, it was observed that, of all interviewees (6), only one showed greater knowledge about the subject, also being part of the pedagogical practice of this teacher. A series of limits and possibilities for the use of SD in classroom was also raised. Facing the limitations and possibilities, some "ways" are indicated so that SD can be part of chemistry teachers formation, such as: reading texts of scientific divulgation throughout all the formation process; inclusion of outside university activities; conducting practical activities using SD; proposition of readings and discussion of books that disseminate science throughout the course; elaboration of science dissemination texts by the academics, among others.