Aprendizagem baseada em problemas na formação inicial de professores de ciências: uma análise a partir da teoria fundamentada nos dados

Abstract

Problem-Based Learning (PBL) is a contextualized, constructive, and collaborative teaching methodology that focuses on contributing to student education and their autonomous learning, offering support for the development of pedagogical interventions based on the proposition and problem solving in the classroom. In this study, we seek to theorize about the development process of the PBL methodology in the field of initial training of Science/Chemistry teachers. This research, of a qualitative nature, referred to as a case study, was developed with eight undergraduates from a public university, enrolled in a didactic-pedagogical discipline taught remotely by the teacher-researcher. The research was carried out over four stages of intervention based on PBL: firstly, a survey of the undergraduates’ prior knowledge was carried out; secondly, two open problems were proposed to them, one involving the elaboration of scripts for interviews with Basic Education teachers, and another proposing the elaboration of problems in the form of statements and a subsequent substantiated resolution; and, finally, a joint evaluation of the proposal was carried out. Data construction occurred through video-recorded oral speeches and written accounts developed throughout the research stages. Data analysis followed the assumptions of the Grounded Theory proposed by Kathy Charmaz (2009). Our thesis suggests that the teaching and learning process based on PBL in remote teaching carried out with science graduates involves potentialities and limitations. We understand that remote teaching naturally requires the organization of an interactive environment (teacher-students, students-content, student-student) that is more dynamic and flexible and demands greater independence from students in relation to their learning. This more dynamic interaction environment, in which the students need to demonstrate greater independence and autonomy in problem solving, was provided by the PBL methodology. Throughout the process, the undergraduates were encouraged to actively participate in the execution of tasks, in the selection of material for study, in the definition of themes/subjects to be investigated by them in the interviews and in the resolution of substantiated problems. However, we defend that the adoption of PBL in classrooms should not be reduced to a mechanized pedagogical practice disconnected from theoretical assumptions related to teacher training.