Discursive practices in teaching chemistry: a study of the classes of future teachers of the institutional program of initiation to teaching

Abstract

This article presents the discursive practices identified in Chemistry classes of future teachers of the Institutional Program of Initiatives for Teaching - PIBID. These classes were observed during the development of the Water in Focus project: Quality of Life and Citizenship. The objective of the research was to understand how the communicative approach are produced in chemistry lessons of the future teachers participants of the PIBID. For data collection were filmed three lessons taught by three scholars each class in a class of second year high school students of a school in the city of Belo Horizonte-MG. In data analysis, we use the analytical tool proposed by Mortimer and Scott (2003 and 2002) to identify the classes of Communicative Approach and the types of questions present in class. From the footage, we elaborate episodes maps in which we selected an episode of each lesson. In these episodes, we observed at the questions that the future teacher directed the class and from the questionings carried out seek to identify the types of Communicative Approach. The analysis of the data allowed us to identify the effort made by future teachers to promote an interaction with students emerging the different types of communicative approach. We also observe that questions of the process and metaprocess facilitate the emergence of the interactive dialogical approach.

Keywords

• PIBID
• Abordagem Comunicativa
• Formação de Professores