Investigando a mobilização de saberes docentes em propostas de ensino sobre nanociência e nanotecnologia

Abstract

This article analyses the Teachers’ Knowledge mobilized by teachers in the construction of teaching proposals on Nanoscience and Nanotechnology (N&N). We adopted the four knowledges defined by Tardif (2014) and analyzed three teaching proposals built by teachers of natural Sciences (two of Chemistry and one of Science) who participated in a course of continuing training involving the theme mentioned above. The results reveal a greater mobilization of Disciplinary Knowledge and Curricular Knowledge, while the Knowledge of Vocational Training are manifested in a timid way, as well as the Experience Knowledge. We suggest that this can be explained by the greater focus on conceptual learning and the knowledge of the curriculum practiced in schools. Therefore, we point to the importance of greater investiment in actions aimed at the construction of the several Teachers’ Knowledge so that N&N related approaches are incorporated in a critical way by the teacher in his classes.