Saberes docentes nas práticas pedagógicas de professores de Química: um estudo com docentes do Ensino Médio das escolas estaduais de Humaitá/AM

Abstract

The mobilization of teachers’ knowledge in pedagogical practices constitutes a relevant field of investigation, given the complexities that involve the teaching and learning science subjects. Inspired by the metaphor of a chemical reaction, this study understands the process of mobilizing teachers’ knowledge as a reaction system in which different elements interact with each other and with the school context, producing transformations in the teaching and learning process. In this perspective, the research sought to answer the following question: according to Chemistry teachers, how does the mobilization of teachers’ knowledge occur in their pedagogical practices? The general objective of the study was to understand how teachers mobilize their professional knowledge in the development of pedagogical practices during high school Chemistry classes in Humaitá, Amazonas, Brazil. This research adopts a qualitative approach of a narrative nature. Narrative interviews were used as the data collection method, and Content Analysis was employed as the analytical procedure. The investigation was organized based on the narratives of three Chemistry teachers, considered the protagonists of the study, whose accounts were analyzed through three analytical axes, unfolded into previously defined dimensions of analysis. The results revealed that teachers’ knowledge is mobilized in an integrated manner and is inseparable from pedagogical practice, highlighting experiential, pedagogical, and curricular knowledge, especially when addressing the specific demands of Chemistry teaching. The findings also indicate that initial teacher education represents an important foundation, but is not sufficient by itself, as teaching practice constitutes a continuous space for the construction, reinterpretation, and expansion of the knowledge required for teaching and learning. It is concluded that teachers’ knowledge functions as a structuring element of pedagogical practice in Chemistry, articulating scientific knowledge, professional experience, and the school context, reinforcing teaching as a reflective, situated, and continuously evolving process shaped by what emerges in the classroom.