Banca de DEFESA: PAULA CAROLAYNE CABRAL DO LIVRAMENTO

The use of charges as a didactic resource and THE TEACHING-LEARNING PROCESS: INVESTIGATING TEACHING KNOWLEDGE IN THE INITIAL TRAINING OF CHEMISTRY TEACHERS

Charges; Teacher training; teaching knowledge; Didactic resource.

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 importance of using cartoons as a didactic resource for teaching and learning chemistry through the mobilization of knowledge in the initial training present in the practice of undergraduate students. The work had as social actors of the research, undergraduate students in chemistry at 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, preparation of lesson plans and development of the training process. 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). 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 and disciplinary and professional knowledge, through factors such as, adequacy of the charge 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.