O entendimento dos licenciandos em química sobre o processo de ensino e aprendizagem

Abstract

This research aimed to analyze the understanding of Chemistry teachers’ trainee who participated/participate in projects of immersion in teaching about the role of teacher, student and knowledge in the teaching and learning process. Through the content analysis (BARDIN, 1977) of the data obtained through a questionnaire and focus group, we noticed that the teachers’ trainee involved in the research, for the most part, present an understanding of the role of the teacher and the student, consistent with the discussions carried out in these Projects and in the current literature of the area of education. The conception of these teachers’ trainee on the role of scientific knowledge is less consolidated. The projects of immersion in teaching are important for the training of the teachers’ trainee involved in the research, as they insert them into an experience with "other" modes of teaching, in addition to the one in which they were formed.