CHEMISTRY TEACHER, ONE CONTENT AND TWO SCHOOL CONTEXTS: FROM THE PERSONAL PCK TO THE ENACTED PCK
Um professor de química, um conteúdo e dois contextos escolares: do PCK pessoal para o PCK em ação
DOI:
https://doi.org/10.1590/1983-21172021230116%20Palavras-chave:
Conhecimento Pedagógico do Conteúdo., Contexto de aprendizagem, Conhecimentos docentesResumo
In this work, we analyze how a teacher, inserted in two different school contexts, mobilizes his knowledge for teaching chemistry. We adopted as the theoretical background framing the teachers’ professional knowledge, more specifically the Pedagogical Content Knowledge (PCK). The data comprise audiovisual records of classes, interviews, answers to the Content Representation instrument (CoRe), stimulated video reflections and participant observation. The analyzes were based on the discursive interactions and the Refined Consensus Model. From these data, we access and analyze the personal and the enacted pedagogical content knowledge of the teacher and point out the contributions received by the different actors and contexts that made the teacher act differently in the two schools.
Neste trabalho, analisamos como um professor, inserido em dois contextos escolares distintos, mobiliza seus conhecimentos para o ensino de química. Adotamos como referencial teórico a base de conhecimentos de professores, mais especificamente o Conhecimento Pedagógico do Conteúdo (PCK). Os dados compreendem registros audiovisuais das aulas, entrevistas, respostas ao instrumento Representação de Conteúdo (CoRe), reflexões vídeo-estimuladas e observação participante. As análises basearam-se nas interações discursivas e no Modelo Consensual Refinado. A partir desses dados, acessamos e analisamos o conhecimento pedagógico do conteúdo pessoal e em ação do professor e apontamos as contribuições recebidas pelos distintos atores e contextos que fez com que o professor atuasse diferentemente nas duas escolas.
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