Processos formativos de futuros professores de química como intelectuais transformadores: contribuições da avaliação de ciclo de vida como temática sociocientífica
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Data
2019-03-08
Autores
Pereira, Ademir de Souza
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho apresenta uma atividade de pesquisa realizada no âmbito da Universidade Federal da Grande Dourados por meio do componente curricular de estágio curricular supervisionado em ensino III (Estágio III), com a participação de 23 graduandos do sétimo semestre do curso de bacharelado e licenciatura em química, que foram organizados em grupos para participar da atividade de pesquisa. Foram selecionados, por meio de critérios estabelecidos, três grupos para análise. Os conceitos norteadores da tese se referem à teoria de Henry Giroux: de professor como intelectual transformador, questões sociocientíficas, avaliação do ciclo de vida de produtos e o conteúdo curricular de química. No que tange aos objetivos da pesquisa, o objetivo geral foi o de investigar as contribuições do processo formativo de futuros professores de química como intelectuais transformadores no desenvolvimento e execução de uma sequência didática nas aulas de química da escola pública, embasada na articulação de quatro campos teóricos previamente experenciados por eles. Destacamos três objetivos específicos, entre eles, o primeiro foi investigar quais as relações os licenciandos expressam entre os conceitos avaliação de ciclo de vida de produtos e questão sociocientífica permitida pelo conteúdo disciplinar. A tese defendida aponta que “a utilização da avaliação de ciclo de vida de produtos como uma temática sociocientífica, associada ao conteúdo disciplinar de química, potencializa o estágio como um ambiente de aprendizagem docente, no qual o licenciando reflete sobre a função social do professor de química, o que permite a articulação de atividades de ensino potenciais para o processo de formação cidadã na escola”. A pesquisa possui caráter qualitativo, e foram utilizadas categorias a priori estabelecidas pela técnica de Análise de Conteúdo (AC), que utilizou como corpus textos da teoria de Giroux. Os licenciandos participaram de uma série de atividades constituídas por seminários, orientações focais e em grupo, elaboração da sequência didática e regência na educação básica. A partir do relatório produzido pelos licenciandos, do diário de campo do pesquisador e de registro de áudio foi possível estabelecer relações e aproximações de ações dos licenciandos com as categorias estabelecidas a priori. Com isso, foi possível verificar que a temática avaliação de ciclo de vida possui características sociocientíficas, além do reconhecimento do componente curricular de estágio como espaço de formação docente para a educação crítica, no qual se discute a função social do professor, seu compromisso na formação de cidadãos ativos que questionem e se reconheçam como parte da sociedade. Os licenciandos iniciaram um processo de ressignificação do conteúdo de química como um conteúdo global, indissociável, interdisciplinar, essencial para a formação cidadã crítica. Por fim, reforçamos a necessidade de entender a amplitude da relação ACV e CDQ em uma temática sociocientífica com a finalidade de propor ações contra-hegemônicas em sala de aula.
This paper presents a research activity carried out within the scope of the Federal University of Grande Dourados, through the curricular component supervised in teaching III (Teaching Internship III), with the participation of 23 seventh semester undergraduate students of the baccalaureate degree and teaching degree in chemistry, who were organized into groups to participate in the research activity. We selected three groups to be analyzed using established criteria. The guiding concepts of the thesis refer to Henry Giroux's theory, which are: of the teacher as a transformative intellectual, socio-scientific questions, product life-cycle assessment and the curricular content of chemistry. Regarding the objectives of the research, the general objective was to investigate the formation process contributions of future chemistry teachers as transforming intellectuals in the development and execution of a didactic sequence in the public school’s chemistry classes based on the articulation of four fields previously experienced by them. We highlight three specific objectives, among them, the first one was to investigate which relations the licensees express between the concept product life-cycle assessment and socio-scientific issues allowed by the disciplinary content. The thesis argued that "the product life-cycle assessment as a socio-scientific subject use, associated with chemistry’s curriculum, enhances the internship as a teaching learning environment in which the licensee reflects on the social function of the teacher of chemistry, which allows the articulation of potential teaching activities for the process of citizen training in school. “The research has a qualitative character, using, a priori, categories established by the technique of Content Analysis (CA) that used as corpus texts of the Giroux theory. The graduates participated in a series of activities consisting of seminars, focal and group orientations, preparation of the didactic sequence and regency in basic education. From the report produced by the licensees, the researcher's field diary and audio transcriptions, it was possible to establish relations and approximations of the licensees’ actions, with the categories established a priori. Thus, it was possible to verify that the thematic life-cycle assessment has sociocientific characteristics; besides the recognition of the curricular component of the internship as a space for a critical teacher’s education, in which the social function of the teacher is discussed, his commitment to the training of active citizens who question and recognize themselves as part of society. The licensees initiated the process of a chemistry curriculum re-signification, as a global, indissociable, interdisciplinary content, essential for critical citizen training. Finally, we reinforce the need to understand the breadth of the LCA and CDQ relationship in a socio-scientific theme with the purpose of proposing counter-hegemonic actions in the classroom.
This paper presents a research activity carried out within the scope of the Federal University of Grande Dourados, through the curricular component supervised in teaching III (Teaching Internship III), with the participation of 23 seventh semester undergraduate students of the baccalaureate degree and teaching degree in chemistry, who were organized into groups to participate in the research activity. We selected three groups to be analyzed using established criteria. The guiding concepts of the thesis refer to Henry Giroux's theory, which are: of the teacher as a transformative intellectual, socio-scientific questions, product life-cycle assessment and the curricular content of chemistry. Regarding the objectives of the research, the general objective was to investigate the formation process contributions of future chemistry teachers as transforming intellectuals in the development and execution of a didactic sequence in the public school’s chemistry classes based on the articulation of four fields previously experienced by them. We highlight three specific objectives, among them, the first one was to investigate which relations the licensees express between the concept product life-cycle assessment and socio-scientific issues allowed by the disciplinary content. The thesis argued that "the product life-cycle assessment as a socio-scientific subject use, associated with chemistry’s curriculum, enhances the internship as a teaching learning environment in which the licensee reflects on the social function of the teacher of chemistry, which allows the articulation of potential teaching activities for the process of citizen training in school. “The research has a qualitative character, using, a priori, categories established by the technique of Content Analysis (CA) that used as corpus texts of the Giroux theory. The graduates participated in a series of activities consisting of seminars, focal and group orientations, preparation of the didactic sequence and regency in basic education. From the report produced by the licensees, the researcher's field diary and audio transcriptions, it was possible to establish relations and approximations of the licensees’ actions, with the categories established a priori. Thus, it was possible to verify that the thematic life-cycle assessment has sociocientific characteristics; besides the recognition of the curricular component of the internship as a space for a critical teacher’s education, in which the social function of the teacher is discussed, his commitment to the training of active citizens who question and recognize themselves as part of society. The licensees initiated the process of a chemistry curriculum re-signification, as a global, indissociable, interdisciplinary content, essential for critical citizen training. Finally, we reinforce the need to understand the breadth of the LCA and CDQ relationship in a socio-scientific theme with the purpose of proposing counter-hegemonic actions in the classroom.
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Palavras-chave
Avaliação de ciclo de vida, Questões sociocientíficas, Conteúdo de química, Intelectual transformador, Life-cycle assessment, Socio-scientific questions, Chemistry curriculum, Transforming intellectual