A prática docente de professores leigos de química: um olhar a partir da teoria da atividade

Abstract

This research aims to analyze the context of action for lay teachers of Chemistry in public high schools, in Paulista (Pernambuco, Brazil), to understand the teaching practice of a Chemistry lay teacher from a system of activity. To support this study, we took as a basis the Second Generation of the Activity Theory in a viewpoint proposed by Engeström (1987) for associating the subjectivity and actions of individuals to their historical-cultural contexts. As a methodological path, we conducted a qualitative study composed of two main steps: (a) mapping the profiles of lay Chemistry teachers in the mentioned town; and (b) the choice of one of these professionals for observation of Chemistry classes and interview searching for deeper understanding on her teaching practice. The results showed, for example, that most of the lay chemistry teachers we found: (a) had a degree in Biological Sciences; (b) had been working in the public high schools in Paulista (PE) for less than six years; (c) started teaching Chemistry due to the lack of qualified professionals in schools; (d) is or has been a lay teacher of another discipline(s); (e) and considers that the contents of Chemistry that involve mathematics calculations are the most difficult to teach. In addition, the construction of the activity system corresponding to the lay teaching practice of the investigated lay Chemistry teacher showed us, mainly: (a) a subject with a degree in Biological Sciences who is dissatisfied in teaching Chemistry, unconfidents faced to his students in teaching situations in Chemistry classes and who dedicates too much time to plan them compared to what she would spend working in her area of training; and (b) the teaching object does not correspond to the expectations of a professional who does not have professional formation for Chemistry teaching. Finally, the analyses carried out in this dissertation both made us reflect on the reality faced by lay Chemistry teachers who work in Paulista (PE) and sensitized us to future studies to help these educators.