Um Novo Olhar para a Tela: A Construção do Conhecimento Profissional (TPACK) de Professores de Química a Partir da Análise de Vídeo como Recurso Pedagógico Digital

Resumo

One of the main challenges in teacher training today is to promote the integration of digital technologies
for the effective use of these resources by future teachers. This work presents the results of a pedagogical
intervention with chemistry undergraduates, mediated by digital videos used as pedagogical tools. The
research corpus consisted of materials produced by the undergraduates in the process of selection,
analysis, and lesson planning, as well as field records obtained through participant observation, adopting
the TPACK model and the sociocultural perspective for data analysis. Thus, it was possible to identify
significant indications of the construction of professional knowledge by the teachers, as well as difficulties
in overcoming the traditional model based on the transmission-reception perspective of content in science
teaching. Moreover, it highlights how the interrelation between the undergraduates’ decision-making
about which pedagogical resource to use in the planned didactic proposal is mediated by factors such
as the characteristics of the adopted cultural tool, the subjects’ perspective on chemistry teaching, and
the phenomena and concepts of the school curriculum. Finally, it emphasizes the importance of lesson
planning moments that integrate ICT in initial teacher training, aiming at the development of TPACK
and the professional teacher identity.