O planejamento de aula colaborativo como percurso para o processo de reflexão de professores em formação do curso de licenciatura em química

Abstract

The present research was developed in the Graduate Program in Science Teaching, Doctorate level, at the Federal University of Mato Grosso do Sul (UFMS) and had as object of study the initial formation of Chemistry teachers. The study aims to answer the following research question: How can collaborative lesson planning support the reflection of future Chemistry teachers? Such research aims to investigate the evidence of collaborative class planning in the initial formation of Chemistry teachers. In order to carry out the research, we adopted the qualitative research approach and used theoretical references that address topics related to initial training, reflection, collaboration and planning. As methodological references we use assumptions of collaborative research and the case study. The research subjects are future professors of the Teaching in Chemistry Course, from the Federal University of Mato Grosso do Sul, enrolled in the subjects Mathematics I and Mathematics II, offered to the course, respectively, in the first and second academic semesters of the year 2020. The material used for the analysis of this research were: questionnaires, video lessons, lesson plans, lesson plans and reflective sessions. From the analysis, we selected fragments that contributed to the construction of the following categories: Reflection; Collaboration and Planning. As a result of the analyzes, we highlight that the reflective movements of the research provided the collaboration of the participants and the learning of mathematics and teaching planning concepts. Reflections emerged, which culminated in a better training of future Chemistry teachers, which indicate characteristics of a reflective or critical- reflective teacher. The reflective movements enabled the integration of specific knowledge with pedagogical content, corroborating the pedagogical training of the future Chemistry teacher.