As atividades experimentais no contexto da docência nos Institutos Federais no Estado de Goiás: reflexões a partir da epistemologia fleckiana

Abstract

University of Brasília, Graduate Program in Science Education. With the enactment of Law 11.892/2008, the Federal Institutes of Education, Science and Technology (IFs) were responsible, among others, for the offer of Professional and Technological Education (EPT) and, mandatorily, undergraduate courses, inaugurating the proposal of a new institutionality having among its purposes and characteristics the internalization and verticalization of teaching. More than ten years after the creation of the Federal Institutes, there are few studies on the context of the performance of teachers in chemistry courses at different levels of education. This, together with the centrality of experimentation in these courses, led us to this investigation aiming to identify and characterize the conditions that influence the conceptions and practices, related to the pedagogical nature of experimentation, of the teachers of Chemistry working in the face of the verticalization of teaching in the Federal Institutes of the State of Goiás, from the Fleckian framework. The research is qualitative, descriptive in nature. Data were constructed by triangulation between bibliographic research, documentary research and semi-structured interviews. Seven professors and seven chemistry teachers linked to the Inhumas, Iporá, Luziânia and Uruaçu campuses are the protagonists of the investigation. The trajectory of data analysis followed the principles of the Fleckian framework, prioritizing the analysis of "differences" and "similarities in differences" and allowed the constitution of four groups of teachers. Using the categories harmony of illusions, complications and circulation of ideas, our results point out, in these groups, plural conceptions and practices that sometimes approach and sometimes distance themselves from simplistic perspectives and contemporary perspectives of experimentation in teaching. They also signal as conditioning factors: initial training, graduate studies, experiences prior to admission to the IF, the challenges imposed by the performance in verticalized education, participation in teaching projects, and the perception of science. By deepening the analyses and interpretations of these conditions, we solidify the following thesis: contemporary views on experimentation in teaching have as main conditioning the circulation of ideas and practices related to the teaching of chemistry provided both by academic trajectory and by professional trajectory. As a result, we propose a theoretical-methodological triad for the planning and development of experimental activities based on the axes defended for EPT: Culture, Science, Work and Technology. We believe that the proposed triad can contribute to dialogical classes, especially when collectively addressed by teachers from different disciplinary centers. PICSS/IFGoiano Scholarship.