Teatro científico para o ensino de química : formação continuada de professores e implentação de unidade curricular eletiva

Abstract

This doctoring dissertation aimed at investigating how the continuing education process for Chemistry teachers, associated to the implementation of an elective course in Scientific Theatre (ST) in full-time high school education, can redefine the teaching repertoire and promote students‘ protagonism. This research was carried out in schools at the 3rd Regional Education Coordination - CREDE 3, placed in Acaraú region, Ceará state. It is an exploratory, applied research study that employed the action-research participant methodology with ten Chemistry teachers and eight Arts teachers. This research was carried out in six stages: (1) Diagnosis regarding the context and challenges of teachers‘ training in participants' school context; (2) The state of the art review regarding ST contributions and challenges in Chemistry teaching; (3) Teachers‘ training development and implementation; 4) Validation of ST Elective Course Unit (ECU) syllabus and school participation; (5) implementation of ECU concerning ST in those participating schools; (6) Evaluation of implementation, organization and data analysis. Data collection was carried out using semistructured questionnaires, applied during the implementation stages. The results were analyzed using Bardin (2016) content analysis technique and the procedures to carry out the analysis were presented by Franco (2018). The results revealed that ongoing education was essential for motivation, enriching the teaching repertoire to apply ST strategy, strengthening creative communication skills, and innovative strategic planning. The implementation in the school showed some contribution to students‘ empowerment, as well as improved creative communication skills, artistic expression, engagement and collaborative thinking. The process revealed implementation challenges related to the overlapping of events at the school, difficulties with areas to carry out theatrical activities, and the paradigm of managers overvaluing elective courses to prepare for external assessments at the expense of implementing new elective courses. It means in practice that this research provides a didactic sequence for applying the strategy, as well as the institutionalization of the Scientific Theater ECU syllabus in the curriculum of Full-Time High Schools in Ceará state. Therefore, this research aims at adding pedagogical possibilities so that teachers can use this methodology to improve teaching and learning of Chemistry content in high school.