A elaboração de projetos de pesquisa para aplicação no Ensino Médio: os dilemas e as superações dos futuros professores de Química

Abstract

The role of the school has been constantly rethought, as new demands arrive for the 21th century student. The desired formation in this new way has a pluralistic and dynamic character, with a focus on student autonomy and protagonism. In this perspective, the development of scientific research in high school appears as a pedagogical tool for the improvement of cognitive skills, stimulating creativity, forming a critical and reflective sense, in addition to the concept of respect and social freedom. However, he establishment of scientific research in basic education comes up against, among many factors, the inability of the teacher to identify himself as a researcher, and this is often a result of one graduation course that does not encourage and prioritize the research character that composes the teaching. In face of this problem, the present research aimed to provide for the graduation students in Chemistry from the Universidade Federal de Mato Grosso do Sul the experience of planning research projects for future application and orientation in basic education, besides to evaluate the possible contributions of this activity to their formation. The approach of this research is qualitative of the participant type, it was carried out with thirteen academics enrolled in the discipline Prática de Ensino em Química III, who were instructed between the months of October and December 2018, to produce research projects on topics related to chemistry and viable to be developed with high school students. The interventions included theoretical activities based on support materials (which originated the product of this dissertation), directed study, seminars and conversation circles. At the end of the course, the academics delivered and presented their projects in the form of seminars. The data collection instruments were questionnaires, interviews and a logbook. The data were analyzed using the Content Analysis methodology. The results indicate the perception of the undergraduate students about the importance of valuing and preparing the teacher for the development of research in basic education. Regarding research projects, the undergraduate students initially had difficulties that were overcome during the intervention activities, such as the delimitation of the theme, the choice of the problem and the elaboration of hypotheses, in addition to the search and reading of scientific articles, as well as scientific writing and planning of ideas applicable to basic education. Also, the academicsshowed interest in a future application of these projects in the school. We found that the actions carried out during the interventions changed the students' reading and writing habits during the elaboration of the projects, since, initially, there were few reports about their appreciation of scientific texts. Finally, the support material used in the intervention activities with the undergraduate students was transformed into a book aimed at guiding the active and training teachers how to develop scientific research in basic education. Thus, it is expected that the discussions provided through this research, as well as the product (the result of this dissertation), can inspire new studies on the insertion and valorization of research in teacher education, contributing to the professional development of the teacher, preparing him to implement research in basic education, and consequently, provide students with contact with scientific initiation.