A utilização de charges como recurso didático e o processo de ensino aprendizagem: investigando saberes docentes na formação inicial de professores de Química

Abstract

This study addresses a participatory research process carried out in the context of a degree in chemistry, with teachers in training. The objective of this research was to analyze the mobilization of teaching knowledge in the initial training of chemistry teachers through the use of cartoons as a didactic resource. The work had as social actors of the research, 17 undergraduates in chemistry from UFRPE who were attending the discipline of supervised internship IV. The research is of a qualitative nature and the methodological path took place through 5 stages, carried out remotely through the Google Meet platform, with some instruments for data collection and development of the methodological path, which were: semi-structured questionnaire, teacher training, elaboration of lesson plans and development of the formative process (class). The analysis of this study was carried out through graphic analysis, Bardin's categorical analysis and following the definitions of teaching knowledge from the perspective of Tardif (2014) based on the speech of undergraduate students and observation of the researcher. After the development of the research, it was analyzed that the cartoons are didactic resources that have a high potential in the teaching-learning of chemistry, from the use of this resource by teachers in training when they build lesson plans and/or when they teach classes using this resource suitable for the chemistry curriculum. We also identified in these moments, the mobilization of some teaching knowledge considering the perspective of Tardif (2014) observed by the speech and discussion of the undergraduates that were the experiential, curricular, disciplinary and professional knowledge, through factors such as: adequacy of the cartoon to the curricular matrix , need for contextualization, adaptation of the plan to the class/timetable (planning), among other factors manifested by the practice of these teachers in training.