Judite Wenzel.pdf - Unijuí

ABSTRACT
The present project takes part in the discussion, in the educational sphere, concerning the
problematic of teacher initial formation, especifiically chemistry-teacher initial formation. The
discussion tackles the researching learning as a possibility to overcome the based on technic
rationality teacher-formating pattern. We start with the supposition that to improve the
teacher initial formation it's necessary to (re)build cultural and historically the conceptions on
which the curriculum components and the formative practices are based, creating new
interactive spaces supported by an innovation in formation patterns so that the perception of
being a teacher and teaching chemistry is enlarged. In this perspective, the theoric reference
is concreted by the historical and cultural issue, whose precursor is L. S. Vigotski, apart from
the theoric support given by the literature related to the educational research of the teacher
in formation. Vigotski is a russian psychologist who has as main principle the assertive that
the individuals development results of a process controlled by history and culture in the
social interactions, emphasizing the role of language and learning in the human
development. The theorical support of authors who defend the teaching by research in
teachers formation, like Demo, Lüdke, André, Maldaner, Galiazzi, Moraes, Ramos,
Schnetzler, is counted on. Curricular spaces that give the opportunity to learn how to
research properly along the teacher initial formation are analysed. The investigation
hypothesis afirms the importance of allowing such spaces and hopes the participation of
each formating teacher in every phase of the reseaching process, becoming a teacher
reseacher of its own practice. Therefore, documental analysis were accomplished in the
Bachelor Degree Chemestry Course Project, in the Curricular Amendments and in the
Teaching Plans of Curricular Components. Questionnaires were aplied and semi-structural
interviews were made, recorded in audio and later derecorded, with bacheloring teachers
that experimented processes involving the research know-how in their teacher initial
formation. Also final relatories made by such interviewed people were analysed, aiming at a
qualification of the research experimented by them. These relatories make up the first
experience of research of the bacheloring, in its formation. With the objective of verifying the
practice of learning how to research in classroom, classes were watched, with latter register
in camp notebook for analysing. Initially, it is discussed with the theoric reference the
limitations of the formation pattern based on technic rationality, which shows the teacher as a
conveyor of finished facts. Considering the complexity in the teaching practice, we defend
the inclusion of the researching as opportunity to other formation ways. Different teacherresearcher
conceptions are discussed, like the understanding about what research is in fact,
different levels of research, and so on, in a point of view that overcome simple understanding
about such practices. The results show plenty of factors involving the teaching and learning
how to research in the initial formation, evidencing the importance of the especifical language
meaning, of cultural tools, as the language and the reading, necessary in the research
practice. The meaning becomes possible through mediations taken by the guide teacher,
who already is a researcher. Limits and potencialities of such practice are also discussed.
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