Participação em atividades de divulgação científica e possibilidades para as práticas docentes dos graduandos em química

Abstract

This research focuses on the topic of scientific dissemination (CD) in the context of chemistry teacher training, based on the premise that the insertion of students in science dissemination practices collaborates with the construction of knowledge for teaching. The objective was to identify and analyze knowledge developed from participation in scientific dissemination activities. From a theoretical point of view, the study was based on Lee Shulmam's ideas about teaching knowledge such as: general pedagogical knowledge, educational contexts, as well as the knowledge of learners and their characteristics, among other important ones. The participants were members of the Tutorial Education Program (PET), all of whom had already worked in the development of scientific dissemination activities for at least one year. The qualitative research was carried out in two phases. In the first one, nine undergraduates participated and a questionnaire was used as a way of obtaining data, which were analyzed following the assumptions of content analysis. In the second part, a focus group was held with three students as a way of triangulating and deepening the information. The analysis also followed content principles. The results indicate that most students were unaware of CD until attending university and that participation in its organization contributes to the understanding of this practice and its social and educational purposes. It was also possible to identify four main learnings: communication skills, mediation of pedagogical activities, critical thinking, planning. Such categories are directly related to knowledge necessary for teaching practice, especially to the dimensions proposed by Shulman of: general pedagogical knowledge; knowledge of learners and their characteristics; knowledge of educational contexts; knowledge of the ends, purposes and values of education. To a lesser degree, mentions that refer to content knowledge appeared. Therefore, it is believed to be important to involve, from the initial training, teachers in the planning and development of actions of public communication of science. In addition to an understanding of the social dimension of the activity, actions of this nature contribute to training teachers who analyze their planning, their communicative strategies and the impacts of these activities on learning.