Os saberes científicos e pedagógicos do conteúdo de ácidos ebases na educação básica

Abstract

The present article is derived from the doctoral research entitled Scientific and Pedagogical Knowledge of Content expressed by Exit Professors of the Program of Initiation to Teaching in Chemistry of UFMT, developed by the Amazonian Network of Science and Mathematics Education (REAMEC). In this sense, I present the research problem: How are scientific and pedagogical knowledge of chemical contents underlying the teaching of professors who graduated from the UFMT Chemistry Teaching Initiation Scholarship Program, when they relate the teaching of Chemistry that in Basic Education? I assume the Narrative Research as a research method, and this research has as subjects four pibidians graduated from the degree of Chemistry of UFMT, who are acting as teachers of Chemistry in Basic Education. With the result of this article it is observed with the class episode of the collaborating teachers, that in the interweavingbetween the Scientific Knowledge and the Pedagogical Knowledge of Content, that the language becomes fundamental, since both it can be instrument for the rational discussion of concepts highly mathematical chemists, as it can convey realistic, allegedly didactic metaphors that hinder scientific knowledge. Keywords: Narrative Research; Scientific Knowledge and Pedagogical Content; Epistemological Obstacles.