Impactos de um processo de formação docente, fundamentado na racionalidade prática, na alfabetização científica e tecnológica de licenciandos em Química: um estudo de caso

Abstract

It is in the context of the applications and implications of science and technology in society that the need for citizens' Scientific and Technological Literacy (STL) was highlighted. In this perspective, the objective of this research was to analyze the impacts of a teacher training process, based on practical rationality in the STL of Chemistry degree students. It was assumed that the process of initial formation of Chemistry teachers, based on practical rationality, can contribute to the STL of these future teachers, since this type of rationality considers practice as a place of reflection for the production of knowledge, as, knowledge related to the Nature of Science and Technology, an essential component of STL. For this purpose, this research: 1) had the participation of eight undergraduate students in Chemistry who were taking the Instrumentation for Teaching Chemistry II (ITC II) discipline, curricular component of the 7th period of the course's curriculum matrix; 2) followed as methodological steps: presentation of the research objectives to the undergraduate students followed by reading and signing of the informed agreement term; application of the COCTS with Chemistry degree students enrolled in the discipline of ITC II in the second semester of 2018 - before the development of the training process; reapplication of COCTS with graduates in Chemistry after the referred process and data analysis; 3) adopted qualitative and quantitative data approaches. From the analyzes carried out, evidence was found that the training process contributed to the undergraduate students’ STL, however, it did not guarantee the development of adequate conceptions of Science, Science-Technology relationship, Technology-Society relationship and Science Epistemology. Therefore, these results corroborate the need to return of the attention to teacher training, more specifically, to the initial training of Chemistry teachers, when we assume STL as a cultural need for citizens of contemporary society and as one of the objectives of teaching sciences, and more particularly, the teaching of Chemistry.