O ensino com pesquisa: um diagnóstico das concepções e práticas adotadas por professores em escolas públicas da cidade de Barra de Santa Rosa - PB.

Abstract

The research in Chemistry education presents itself as a strategic area that materialized in Brazil, presenting important studies that have collaborated in a relevant way in the processes of teacher training, discussion and creation of public policies and in the construction of educational proposals for the school of basic education. In this context, it is understood that the teacher should be actively involved, questioning the reality of the classroom and his own knowledge, proposing actions to obtain answers to his questions in order to reconstruct his arguments, and communicating the new perceptions and understandings with a view to improving the teaching practices of Chemistry within the school space. In view of these issues, this research aims to diagnose if the chemistry teachers of the Municipality of Barra de Santa Rosa-PB have used research in education, within their teaching practice. This is a case study of a qualitative nature. The target audience were three chemistry teachers. As an instrument of data collection, a subjective questionnaire ware applied, containing six questions. The data were categorized from the Bardin content analysis. As results, it was possible to perceive that all teachers attributed importance to research in education. However, some felt it difficult to express in more depth the importance of research in their teaching practice. Regarding the definition of the concept of reflective research chemistry teacher, it ware noticed that all subjects presented superficial conceptions, in addition, it was possible to observe that they have not used the research within their practice in the classroom, which highlights the need for this discussion to be expanded in the initial and continuing training spaces.