Resumo

ASSAI, Natany Dayani de Souza; ARRUDA, Sergio de Mello  e  BROIETTI, Fabiele Cristiane Dias. Teaching actions in Chemistry classes: analysis of classes developed in the Supervised Internship. Rev. electrón. investig. educ. cienc. [online]. 2021, vol.16, n.1, pp.12-40. ISSN 1850-6666.

The present study seeks to identify and categorize the teaching actions manifested by Chemistry graduates in courses developed in the Supervised Internship. To this end, video and audio recordings of three blocks of classes taught by the interns at different moments of the Internship were used as a data collection source, which were analyzed using the assumptions of the Discursive Textual Analysis. The identification of the trainees' microactions guided the categorization of actions for each class. For the blocks of classes identified as Initial, Intermediate and Final, 13, 20 and 14 distinct actions were identified, respectively. Thus, we present the set of actions representing Chemistry classes with the following characteristics: i) expository with the use of everyday materials; ii) expository with experimentation and case study: e; iii) exhibition using a Quiz game. In addition, it was evidenced that the analyzed classes have 3 different sets of actions: common actions (expository classes), actions related to the internship context and actions related to the didactic strategy used. Such results make it pertinent to consider the specificity of each discipline / area of ​​knowledge, tangent to possible associations with the modification of the teacher's own strategies or options. With regard to the Internship, the growing number of actions taken by undergraduates, the variation of strategies and the incorporation of actions in an autonomous and recurrent manner during the courses, reiterate the importance of this curricular component in the development of skills and abilities associated with work teacher

Palavras-chave : Teaching action; Chemistry teaching; Initial teacher training; Supervised internship; Action verbs.

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