Química e quadrinhos: articulando o ensino e a pesquisa na formação inicial de professores

Abstract

This thesis aims to identify and understand the contributions and challenges of articulating teaching and research on the use of comics in Chemistry teaching for the process of constructing the identity of the teacher-researcher. It is a qualitative participatory study developed through a Comic Creation Workshop (CCW), initially conducted with twelve undergraduate pre-service teachers from the Federal University of Mato Grosso do Sul (UFMS), participants in the Pedagogical Residency Program (PRP), of whom six completed all stages of the investigation. Data were collected through questionnaires, interviews, and original comics produced by the participants, and were subsequently analyzed using an interpretative qualitative approach. The results indicate that the production of comics by the pre-service teachers fostered the development and appropriation of knowledge related to the articulation between teaching and research. This occurred through the planning and implementation of original comics in Chemistry classes at the basic education level and was consolidated by the subsequent production and dissemination of experience reports on the use of comics in Chemistry teaching. In this regard, during the process of creating original comics, the pre-service teachers faced challenges such as mastering narrative elements (speech balloons, plot, onomatopoeia) and using digital tools (such as Canva and Bitmoji) in the development of their stories. The creation process allowed them to reflect on their didactic choices, identify the limitations of their productions, and understand both the potential and challenges of using comics in Chemistry teaching. Furthermore, by producing experience report articles, the pre-service teachers recognized the inseparability of teaching and research in the teaching profession. Finally, it is concluded that the integration between teaching and research, developed in this doctoral study, materialized in the teaching dimension through the planning and implementation of pedagogical practices involving the use of comics in Chemistry classes and, in the research dimension, through the production and dissemination of experience reports on such classroom practices. This integration contributed to strengthening the construction of the teacher-researcher identity. This process enhanced teacher education by expanding the autonomy, creativity, and investigative stance of the pre-service teachers, highlighting the importance of engaging with new teaching resources and reflecting on pedagogical practice in the field of Chemistry education.