Análise das contribuições da disciplina de Didática Geral para a formação de professores de Química

Abstract

This work seeks to answer the question: What are the contributions of the General Didactic discipline to the training of future chemistry teachers? For this, the conceptions of individuals involved in this process of initial teacher training were analyzed, that is, students and teachers of a Chemistry Licentiate Degree course, in a Higher Education Institution. For that, it was conducted semi-structured interviews with teachers who work in this Licentiate Degree course - two of them that teach disciplines related to the Chemistry teaching, and two others that teach the General Didactic discipline for Chemistry classes. Sixteen students who studied this discipline and were, at the time of the research, were also interviewed in different periods of the course, they had already studied General Didactics. Moreover, to understand how the Didactic contents are worked in Chemistry Licentiate Degree courses was held documentary analysis of the disciplines syllabus of three courses in different HEI, including that of the course studied. The interviews and the menus were analyzed, and the data were categorized into: "what is didactic"; "what was studied" and "Didactics contributions", seeking to triangulate students' and teachers' conceptions with the disciplines syllabus. The data were analyzed in the light of theoretical references that discuss Didactic broadly for teacher training processes, as well as specifically for Chemistry courses. It is verified the importance of Didactic in discussions about didactic transposition, learning styles, levels of contents treatment and analysis of didactic strategies. One point identified in the reports - both from the students and at some moments in the teachers' speech - is the need for a closer dialogue between Didactic teachers and those who specifically work with the Chemistry teaching. The research reinforced the importance of the discipline of General Didactic for initial teacher education in Chemistry Licentiate Degree courses since, when it is worked in a way that contemplates both technical aspects of the teaching function and the theoretical support for a critical-reflexive practice, it contributes strongly to the formation of a complete professional, able to develop a progress of meaningful teaching.