Concepções e práticas no ensino de química: relação entre currículo e saberes na primeira série do ensino médio
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Data
2019-03-13
Autores
Silva, Elio de Angeles Nicole da
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Universidade Federal do Espírito Santo
Resumo
Discussions about Curriculum in the current context imply a change in the structures and pedagogical practices developed by teachers. The curriculum is not just a concept, but a cultural construction. Therefore, it is necessary that schools cross the reality next to the established curriculum. The knowledge of the teachers is the knowledge related to their life experience, the professional history, their relationship with the students and with others in the school. In this way, Chemistry is encouraged by the search for innovations, through pedagogical practices as a way to develop theories that involve its teaching, besides that Chemistry teaching is justified by its interactions, by its importance in the description, understanding and possibilities of relationships, in which it presents a set of knowledge, techniques and language of its own. However, the quest for an interaction between theory and practice is not an easy task, as it requires constant research and change of pedagogical practice. This research aimed to systematize elements that promote the Teaching of Chemistry through the development of the teacher in the first grade of High School. Also, because of the need for an integrated conception of curriculum to the pedagogical practices. The qualitative approach was privileged, being a case study and a documentary research, in which it permeated the content analysis of the official documents, the documents produced by the teachers, the observations of classes and the interviews with teachers of chemistry. The results of the analysis of the official documents suggest that Chemistry Teaching is for the formation of a critical citizen and not chemists. However, we defend that the amount of content does not entail learning and that the student does not become a critic citizen. So, the teacher must always seek for alternate methodologies to materialize the learning of Chemistry, making the students of the first grade are participating in their own learning without leaving aside the development of scientific chemical knowledge. Therefore, teacher education is extremely important to the conduction of learning. This way, Chemistry teaching is a science that conducts to research, which is present in our daily life and the language used needs to meet the student´s and school´s reality.
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Currículo , Saberes docentes , Ensino de química , Práticas pedagógicas , Curriculum , Teaching knowledge , Chemistry teaching , Pedagogical practices