Sequências didáticas construídas por licenciandos com enfoque na história da química para a modalidade EJA

Abstract

This dissertation addresses initial training of Chemistry teachers conceived in a teaching that uses historical approaches for the public of Youth and Adult Education (EJA). The general objective is to analyze the process of elaboration of Didactic Sequences (DS) for EJA using a historical approach to Chemistry, by undergraduates in Chemistry. The theoretical framework is situated on conceptual bases of teacher education, with an emphasis on their Initial Education, which are discussed by Carvalho and Gil-Pérez (1993), Nóvoa (1995), García (1999) and Krasilchik (1987); EJA, focusing on the Teaching of Chemistry and its subjects; as well as the History of Chemistry (HC) and the elaboration of DS that have them as an educational perspective. The proposed methodology is qualitative, through participatory research, following the assumptions of Brandão (2000). The social actors are the undergraduates enrolled in a class of the 6th period of the Licentiate Degree in Chemistry, in the subject of Teaching Methodology of Chemistry. The data collection technique was systematic observation, focus group and video recording; on the other hand, the data analysis tool was the Hermeneutic-Dialetic Analysis (AHD), which is the one that more closely apprehends the reality of those surveyed (OLIVEIRA, 2014). As a result, the research obtained different perspectives from students of the Licentiate Degree in Chemistry on the construction of DS designed by them for the Teaching of Chemistry in EJA, in which they realized that it is not enough to create questions for a DS, it needs to consider all contextual aspects that involve the student, leading mainly considering their conceptual baggage obtained from their experiences with the world, until thinking about the number and time of classes that will be used. Furthermore, the study discussed aspects of the importance of working the teaching of Chemistry through a historical approach, whose undergraduates realized that, when teaching with this bias, the student will understand the content in its different faces and thus be able to apply it within its context. In addition to these reflections, the research generated others such as what impacts they believed it would have within the EJA modality if the HC were worked on, and the undergraduates emphasized that students would engage more and deconstruct a negative view that many had about the subject of Chemistry. Later, they talked about the possibility of their DS being applied to remote learning, due to the COVID-19 pandemic that we are facing, in which there was a division of opinions: some defending that it could be applied, provided there were some adaptations, while others claim that students and teachers are becoming saturated with so much information coming through online classes and little contact and interaction in classroom.