AN INTERPRETATIVE, DIALOGICAL AND HISTORICAL EXPERIENCE OF EDUCATION IN THE TEACHING INTERNSHIP IN CHEMISTRY

Abstract

In this work, we present experiences from the Supervised Teaching Internship in Chemistry and reflections on this teaching practice from a hermeneutic perspective. During the internship, classroom observations, evaluations, experiments, and classroom teaching were carried out. First, we contextualize the environment in which the internship took place, as well as the activities performed. We discuss the relevance of the internship and how it influences and transforms teaching practice. We connect teaching practice to the perspective of Philosophical Hermeneutics as a need for the teacher to identify themselves as part of the historical tradition of the science they teach, which leads to the need to recognize themselves as an interpreter with their students. Therefore, we address the importance of dialogue in the classroom and the teacher as a translator-interpreter of the language of Chemistry. Finally, we offer some concluding remarks regarding the importance of the teacher as an interpreter of the tradition of the science they seek to teach. The way school education is currently conducted in the state of Paraná ends up limiting this movement of interpreting tradition on the part of the teacher. We understand that, to educate in Chemistry, simply knowing the chemical content is not enough, as an open attitude towards dialogue with the student is necessary in order to encourage them to question and interpret the world and the science they seek to understand, as well as the linguistic tradition that has brought us to this point.