Resumo: As propostas de ensino têm apontado para a necessidade de os professores atuarem como mediadores da construção do conhecimento pelos estudantes. Assim, é preciso inserir os futuros professores em contextos nos quais metodologias e estratégias de ensino e aprendizagem possam ser criticamente refletidas, e, o Processo de Reflexão Orientada é uma proposta para que os licenciandos experimentem momentos de reflexão durante a elaboração e o desenvolvimento de ações relacionadas à futura prática docente. Neste sentido, este trabalho investigou as contribuições do processo de reflexão orientada na formação inicial de uma licencianda de Química, durante o desenvolvimento e a análise de uma sequência de aulas elaborada por ela, considerando a abordagem investigativa e para a promoção da alfabetização científica. Os resultados mostram que a licencianda conseguiu desenvolver sua prática considerando alguns aspectos investigativos, o que contribuiu para uma formação mais reflexiva.Palavras-chave: Ensino de química. Alfabetização científica. Ensino por investigação. Formação inicial de professores. Abstract:Teaching proposals have pointed out the need for teachers mediate knowledge development by students. Therefore, future teachers must experience contexts, methodologies and teaching and learning strategies that can be critically reflected upon. The Oriented Reflection Process is a proposal for pre service teachers to reflect about their experiences during the design and development stages related to future teaching practice. In this sense, this study investigated the contributions of oriented reflection processes by a pre-service chemistry teacher during the implementation and analysis of a class sequence proposed by herself, within the investigative and scientific literacy approach. The results show that the pre-service teacher developed their practice by considering some investigative aspects, which contributed to a more reflective teacher practice.
Palavras-Chave: Reflexão orientada, formação inicial de professores, ensino de Química. AbstractOriented Reflection process (PRO) is an initiative that may promote situations in which pre-service teachers reflect on their development of lesson plans, elaboration and preparation of intervention activities in chemistry teaching. Nowadays, teachers assume a role of facilitator in knowledge construction, and their duty is create investigative activities that provide students to develop skills necessary for understanding the world around them. Thus, this study investigated the evolution and relation among investigative levels, scientific literacy and cognitive levels present in four educational proposals which compose an instructional sequence for specific content, prepared by two pre service chemistry teachers of a public university, during a process of oriented reflection. The results show that the educational proposals evolution in most of analyzed topics, which could be justified by reflections offered to pre service teachers by individual and group meetings.
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