Investigação dos Impactos do Processo de Elaboração, Aplicação e Reelaboração de Sequências Didáticas na Racionalidade Prevalente acerca do Planejamento

This study investigates the extent to which the Elaboration, Application and Re-Elaboration method (EAR) for validating teaching sequences promotes changes in the prevalent rationality among pre-service chemistry teachers. A qualitative case study was conducted with Fellows of the PIBID chemistry subproject of a public university in Sao Paulo. For data collection, we used questionnaires, interviews and focus groups, and based the analysis on the principles of content analysis and triangulation methods. It was found that initially the pre-service teachers had a combination of perspectives that corresponded to the mixture of rationalities in which practical rationality was prevalent, indicating a conception of planning as a processual, situated and authorial action, but markedly uncritical and depoliticized. After the EAR, a significant decrease in the technical character of the concepts was identified, but with a maintenance of practical rationality. Therefore, the modification of prevalent rationalities does not occur in a linear and direct way, but rather the whole process culminated not only in improving the internal coherence of the planned teaching sequences; in acknowledging the value of dedicating spaces and times for collective reflections and for teacher planning; but also, in recognizing the constraints that act on teaching work. The paper concludes with notes on the potentialities and perspectives of the EAR process for research on chemistry teacher education.