A divulgação científica na perspectiva dos docentes formadores: um estudo em cursos de Química Licenciatura do estado do Paraná

Abstract

Scientific Dissemination (SD) in teacher formation becomes increasingly relevant as the social context influences and impacts teaching practice. In this regard, social and temporal demands have repercussions on the teaching profession and on the teacher's practice, leading him to produce and re-elaborate teaching knowledge. The main objective of this work was to investigate how SD is present in the Bachelor’s Degree in Chemistry in the state of Paraná, having the teacher-trainer as a reference. This investigation starts from the analysis of the teacher-formation discourse who participated in the survey via invitation. We start from the assumption that the knowledge present throughout the formation course carries ideologies and evaluative voices, that ate part of the speeches of the teachers and that, in some way, can have repercussions on the future practice of the undergraduates, when they are in service. Thus, in order to look at the teaching knowledge of teachers in relation to SD, we are anchored in Tardif's theoretical assumptions. This research, which is characterized as a qualitative study, was based on an online questionnaire, on which we selected teachers for an individual and remote interview. Teachers from eight institutions, belonging to 15 Bachelor Chemistry courses, answered the questionnaire. The interview was conducted with 14 teachers, who during the questionnaire demonstrated knowledge and practices with SD in their respective courses. Data were analyzed according to theoretical assumptions of Bakhtin and Circle discursive analysis. From the dialogue with the data, we observed different valuations and ideological signs present in the speeches of the teacher-trainers, highlighting valuations related to the teacher-training process and the teaching practice. The constitution of teaching knowledge is influenced by the context experienced and by the training process itself – undergraduate, graduate and continuing education – by the different teacher-trainers who, in different degrees, become examples for teaching. There is, in this context, the presence of a theoretical perspective in the knowledge of part of the interviewees, which is shown as the effective and desired insertion of SD in the Bachelor Chemistry courses. SD is present in the teacher's practice in different ways and teacher training reflects the perspectives assumed by teachers when they work in teaching, research and extension at the university