Reflexões dos professores de química da educação básica sobre o papel da Feira de Ciências do Agreste Sergipano (FECASE) na prática docente

Abstract

This work aimed to analyze whether, and how, the participation in the Science Fair of the Agreste Sergipano (FECASE) promotes changes in the teaching practice of Chemistry teachers in Basic Education, based on semi-structured interviews. The analysis of the semi-structured interviews was done through Bardin's Content Analysis (2016), through which it was possible to create 4 categories a posteriori, namely: (1) Experience in Science Fairs, (2) Relationship of FECASE with teaching practice, (3) Change in teaching practice and (4) FECASE as a training space for teachers. According to category 3, subcategories were created: (3.1) Plan and conduct the experiment, (3.2) Update and reflection of their previous knowledge, (3.4) Interaction with the student and (3.5) Classroom management. With the interpretation of the data, it was observed the changes generated in the teaching practice in relation to the way teachers planned, approached and conducted classroom activities after participating in FECASE, and the main focus of these changes was on the way teachers approached classroom experiments. It was possible to conclude that FECASE, in addition to promoting the development of experimental activities, also promotes the development of more interactive activities, making the school environment characterized by a greater dialogicity between teacher and student. In addition, the character of FECASE as a training space for teachers was notorious, as it promotes a greater exchange of experiences and knowledge between teachers from different areas and schools.