O presente artigo versa sobre a prática da escrita na formação inicial de professores de Química e, em especial, sobre os sentidos atribuídos por licenciandos de um curso de Química às práticas de escrita vivenciadas no decorrer da sua formação. Tendo como aporte o referencial histórico cultural, compreende-se a linguagem como constitutiva do sujeito e como mediadora nas aulas de Química. Com uso de um questionário semiestruturado, foi possível indiciar as concepções dadas pelos licenciandos à prática da escrita na sua formação. Os resultados foram construídos mediante análise textual discursiva, e as categorias apontam que os graduandos compreendem três modos de uso da escrita: como modo de apropriação da linguagem química, como constitutiva na formação do professor e como prática de pesquisa. Tais resultados reforçam a importância da prática da escrita no contexto da formação do professor.
Microbiology is the branch of Biology that studies bacteria, fungi, protozoa, unicellular algae, viruses, viroids and prions. The teaching of Microbiology in Basic Education has proved to be quite challenging, not only for the teacher, who often does not have adequate materials for his classes, but also for students who are learning about such an abstract subject, which are microorganisms. Basic knowledge of microbiology is very important since it is directly associated with health, personal hygiene and the maintenance of the environment. It is known that the majority of science classes taught in Basic Education are traditional, and often do not allow for meaningful learning. It is necessary to think of teaching-learning strategies that are efficient in this process, such as the use of experiments. Therefore, this study aimed to analyze 10 Science books of the 7th year of PNLD 2017, especially the chapter that contemplates microorganisms. This analysis is based on the presence of experiments, exercises, cohesive images and how each group of microorganisms is approached in contextualizing the contents. With the result of the analysis of the books, it can be seen that there is a deficiency in the presence of experiments, and that only the book as a didactic tool is not enough for meaningful learning.
The article approaches a discussion about the Practice as Curriculum Component (PCC) in the initial formation of chemistry teachers with a look at both its organization and evidence of conception of practice that is being proposed. Attention is also paid to legislation guiding initial teacher education and defining the workload to be allocated to the CCP. The methodology is qualitative with the use of discursive textual analysis to construct the results. The data were obtained from the reading of Pedagogical Projects of Chemistry Degree Courses in Southern Brazil, selected via the e_MEC website. The analysis of the Pedagogical Projects inferred in two categories an a priori entitled “The Implementation / Effectiveness of the CCP in the pedagogical proposals of the courses”, from which two subcategories emerged: “Organization of the CCP: Curriculum Articulations” and “Organization of the CCP: Modes of Effect and execution of the CCP ” and an emerging category entitled“ The CCP as a way of qualifying the Teacher's Professional Identity ”. In general, it was possible to infer that the insertion of the 400h of CCP may qualify the theory and practice relationship, but its real potentiality is related to the commitment and collective of the teacher trainers, thus, we point out the need for constant monitoring with the spaces. initial training as a means of qualifying such training.
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