Sensibilizando o olhar docente através de estratégias dialógicas problematizadoras na formação inicial em química

Abstract

This work is focused on the Initial Formation in Chemistry, and it aims to understand the aspects that evidence the awareness of the trainee of Chemistry-Licentiate for issues that transcend conceptual content through a formative process marked by dialogue and its problematic. The research was developed together with two classes of the Curricular Internship I component of the Federal University of Pampa – Bagé campus. For the realization of the Formative Process, the interventions were organized with the theoretical support of Paulo Freire's pedagogical principles, and the three Pedagogical Moments as structuring of the classes were considered. The analysis was based on the narrative research, and it sought to answer the phenomenological question: How did the sensitization of the teaching view in the trainees of the chemical undergraduate course, throughout the Formative Process was shown? It pointed out aspects related to the development of critical-problematic thinking, dialogicity, and collective learning. As a Educational Product, a guide was developed for the development of teacher training processes, as a possibility to promote awareness of the teaching perspective regarding the reality of their respective school contexts.