Contribuições da filosofia da Química para a formação inicial de professores de Química: reflexões sobre a experimentação
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2020-03-06
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Prado, Leticia do
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Universidade Estadual Paulista (Unesp)
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Este trabalho buscou compreender, por meio da filosofia da química, o papel da experimentação e as discussões pertinentes sobre o assunto na formação inicial de professores de química. A pesquisa foi desenvolvida em quatro momentos. No primeiro momento, foi feito um levantamento para fundamentação teórica sobre os mais recentes trabalhos sobre a filosofia da química e as preocupações fundamentais dos químicos, envolvendo também as questões relacionadas a seu ensino. Ainda nessa etapa, estendeu-se a pesquisa bibliográfica sobre o papel da experimentação no ensino de química, apontando seus objetivos e abordagens, ambas diretamente relacionadas às atitudes pluralistas defendidas pela filosofia da química. Em um segundo momento, considerou-se o Curso de Licenciatura e Bacharelado em Química Ambiental e Tecnológica de uma universidade pública do interior do estado de São Paulo, analisando seus documentos oficiais e materiais em forma de texto utilizados nos laboratórios didáticos. Em seguida, planejou-se e coordenou-se reuniões de um grupo de estudos, intitulado Grupo de Estudos em História e Filosofia da Ciência (GEHFC) para alunos em formação inicial. Participaram do GEHFC oito alunos de graduação regularmente matriculados na disciplina História e Filosofia da Ciência para o Ensino de Ciências (HFCEC) deste curso. No total foram gravadas e transcritas sete reuniões nas quais abordou-se temas escolhidos segundo as necessidades dos alunos: suas dúvidas sobre as aulas de HFCEC e provocações para discussão, tal como a relação da química com a experimentação, sociedade, política, economia e as responsabilidades do professor de química perante a desmistificação da ciência e do trabalho dos cientistas. Cinco participantes do GEHFC também concederam entrevistas que foram utilizadas para maiores esclarecimentos sobre a questão de pesquisa deste trabalho a partir destas vivências. No terceiro momento desta pesquisa, analisou-se os dados coletados com base nos fundamentos metodológicos da análise textual discursiva. Notou-se que os materiais usados nas aulas de laboratório do curso apresentavam traços limitantes sobre a experimentação, ciências e o trabalho dos cientistas. Os participantes também possuíam visões muito limitadas, associando a experimentação a atividades mecânicas, nas quais se deve executar corretamente roteiros fechados para a escrita de relatórios, por vezes com cálculos manipulados para obtenção de bons resultados. Extingue-se desse cenário a resolução de problemas e a investigação, metodologias inovadoras e defendidas pelos pesquisadores mais renomados da área de ensino de ciências. Neste âmbito escasso de inovação, sequer preocupa-se com as questões relacionadas ao papel do cientista, da ciência na sociedade ou suas relações com outros campos. Mantém-se as discussões históricas, epistemológicas e ontológicas da química limitadas ao que os materiais didáticos apresentam e as aulas de HFCEC, que na maioria das vezes apresentam visões reducionistas, pragmáticas, cumulativas, infalíveis, a-históricas e superespecializadas da química. No quarto e último momento desta pesquisa, voltamos nosso foco para a formação de professores de química de uma universidade norte-americana e suas particularidades organizacionais. Três alunos foram entrevistados e a análise dos dados coletados mostrou que a autonomia de escolha de disciplinas dos níveis iniciais do curso é imprescindível para que os alunos escolham a curso que desejam formar-se, porém os conhecimentos de HFC nem sempre são apresentados para estes estudantes. Em relação ao papel da experimentação, fica clara a organização das disciplinas apresentando aos alunos aspectos técnicos e roteiros fechados nas disciplinas iniciais e a evolução para propostas de resolução de problemas e investigações a medida em que se avança no curso. Este movimento se mostra frutífero já que os participantes afirmam sentir-se mais motivados a buscar mais conhecimentos quando são desafiados e/ou revolvem problemas do que quando simplesmente reproduzem roteiros fechados. Diante destes dois cenários faz-se necessário pensar sobre os conteúdos da filosofia da química essenciais na formação inicial do professor. Porém o curso brasileiro necessita ainda de uma atualização curricular para além de documentos como o Projeto Político Pedagógico (PPP), já que, como concluiu-se nesta pesquisa, seus objetivos ainda não foram alcançados. Pretende-se que este trabalho seja um estímulo a estudos brasileiros sobre a filosofia da química, ainda muito incipientes. Por fim, espera-se que ele seja visto como uma crítica construtiva para a melhoria da formação inicial de professores de química e que as ações do GEHFC possam servir de guia para atualização e planejamento de disciplinas relacionadas a HFC em cursos de licenciatura em química.
This work aimed at understanding through philosophy of chemistry discussions the role of the experimentation and the relevant discussions on the subject in the initial training of chemistry teachers. The research was developed in three parts. In the first part, a survey was made for theoretical foundation on the most recent works of philosophy of chemistry and the fundamental preoccupations of these professionals, also involving the questions related to its teaching. Still in this part, the bibliographic research on the role of experimentation in chemistry teaching has been extended, pointing out its objectives and approaches, both directly related to the pluralist attitudes defended by the philosophy of chemistry. In a second part, it was considered the Course of Licenciature in Chemistry and Bachelor in Environmental and Technological Chemistry of the São Paulo public university, analyzing its official documents and materials used in the didactic laboratories. Then, meetings of a group of studies entitled Group of Studies in History and Philosophy of Science (GSHPS) were planned and coordinated for students in initial formation. Eight undergraduate students regularly enrolled in the course History and Philosophy of Science for Science Teaching (HPSST) participated in this course. In total, seven meetings were held in which topics were chosen according to students' needs: their doubts about HPSST classes and provocations for discussion, such as the relationship between chemistry and experimentation, society, politics, economics and responsibilities of chemistry teacher before the demystification of science and the work of scientists. Five GSHPS participants also provided interviews that were used to further clarify the research question of this work from these experiences. In the third part of this research, we analyzed the data collected based on the methodological foundations of discursive textual analysis. It was noticed that the materials used in the course's laboratory classes presented limiting traits about experimentation, sciences, and the work of scientists. Participants also had very limited views, associating experimentation with mechanical activities, in which closed routines for writing reports should be executed correctly, sometimes with manipulated calculations to obtain good results. Problem solving and research, innovative methodologies and defended by the most renowned researchers in the field of science education, are extinguished from this scenario. In this scarce sphere of innovation, it is not even concerned with issues related to the role of the scientist, science in society or its relations with other fields. The historical, epistemological and ontological discussions of chemistry are limited to what the teaching materials present and the HPSST classes, which often present reductionist, pragmatic, cumulative, infallible, a-historical and superspecialized views of chemistry. In the fourth and final moment of this research, we turn our focus to an north American university chemistry teacher education and its organizational particularities. Three students were interviewed and the analysis of the collected data showed that the autonomy of choice of subjects from the initial levels of the course is essential for students to choose the course they wish to graduate, but HPS knowledge is not always presented to these students. Regarding the role of experimentation, it is clear the organization of the subjects presenting the students with technical aspects and closed scripts in the initial subjects and the evolution towards problem solving proposals and investigations as they progress in the course. This movement proves fruitful as participants say they are more motivated to seek more knowledge when they are challenged and / or turn around problems than when they simply reproduce closed scripts. Given these two scenarios it is necessary to think about the contents of the philosophy of chemistry essential in the initial formation of the teacher. But the Brazilian course still needs a curriculum update beyond documents such as the Pedagogical Political Project (PPP), since as concluded in this research, its objectives have not yet been reached. It is intended that this work is a stimulus to the Brazilian study on the philosophy of chemistry. Finally, it is expected that this work could be seen as a constructive critique and a diagnosis for the improvement of the initial training of chemistry teachers of this course, and that the actions of the GSHPS can serve as a guide for updating and planning of HPSST related disciplines in chemistry degree courses.
This work aimed at understanding through philosophy of chemistry discussions the role of the experimentation and the relevant discussions on the subject in the initial training of chemistry teachers. The research was developed in three parts. In the first part, a survey was made for theoretical foundation on the most recent works of philosophy of chemistry and the fundamental preoccupations of these professionals, also involving the questions related to its teaching. Still in this part, the bibliographic research on the role of experimentation in chemistry teaching has been extended, pointing out its objectives and approaches, both directly related to the pluralist attitudes defended by the philosophy of chemistry. In a second part, it was considered the Course of Licenciature in Chemistry and Bachelor in Environmental and Technological Chemistry of the São Paulo public university, analyzing its official documents and materials used in the didactic laboratories. Then, meetings of a group of studies entitled Group of Studies in History and Philosophy of Science (GSHPS) were planned and coordinated for students in initial formation. Eight undergraduate students regularly enrolled in the course History and Philosophy of Science for Science Teaching (HPSST) participated in this course. In total, seven meetings were held in which topics were chosen according to students' needs: their doubts about HPSST classes and provocations for discussion, such as the relationship between chemistry and experimentation, society, politics, economics and responsibilities of chemistry teacher before the demystification of science and the work of scientists. Five GSHPS participants also provided interviews that were used to further clarify the research question of this work from these experiences. In the third part of this research, we analyzed the data collected based on the methodological foundations of discursive textual analysis. It was noticed that the materials used in the course's laboratory classes presented limiting traits about experimentation, sciences, and the work of scientists. Participants also had very limited views, associating experimentation with mechanical activities, in which closed routines for writing reports should be executed correctly, sometimes with manipulated calculations to obtain good results. Problem solving and research, innovative methodologies and defended by the most renowned researchers in the field of science education, are extinguished from this scenario. In this scarce sphere of innovation, it is not even concerned with issues related to the role of the scientist, science in society or its relations with other fields. The historical, epistemological and ontological discussions of chemistry are limited to what the teaching materials present and the HPSST classes, which often present reductionist, pragmatic, cumulative, infallible, a-historical and superspecialized views of chemistry. In the fourth and final moment of this research, we turn our focus to an north American university chemistry teacher education and its organizational particularities. Three students were interviewed and the analysis of the collected data showed that the autonomy of choice of subjects from the initial levels of the course is essential for students to choose the course they wish to graduate, but HPS knowledge is not always presented to these students. Regarding the role of experimentation, it is clear the organization of the subjects presenting the students with technical aspects and closed scripts in the initial subjects and the evolution towards problem solving proposals and investigations as they progress in the course. This movement proves fruitful as participants say they are more motivated to seek more knowledge when they are challenged and / or turn around problems than when they simply reproduce closed scripts. Given these two scenarios it is necessary to think about the contents of the philosophy of chemistry essential in the initial formation of the teacher. But the Brazilian course still needs a curriculum update beyond documents such as the Pedagogical Political Project (PPP), since as concluded in this research, its objectives have not yet been reached. It is intended that this work is a stimulus to the Brazilian study on the philosophy of chemistry. Finally, it is expected that this work could be seen as a constructive critique and a diagnosis for the improvement of the initial training of chemistry teachers of this course, and that the actions of the GSHPS can serve as a guide for updating and planning of HPSST related disciplines in chemistry degree courses.
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Palavras-chave
Filosofia da Química, Formação inicial de professores de Química, Experimentação, Ensino de Química, História e filosofia da Ciência, Philosophy of Chemistry, Initial teacher training, Experimentation, Chemistry teaching, History and philosophy of Science