Análise do planejamento de práticas argumentativas à luz de Christian Plantin: um estudo com futuras professoras de Biologia

Abstract

In the context of research in Science Education, in the last two decades, different works have sought to demonstrate the central role that argumentation has played in teachinglearning processes, following the understanding that argumentative practice is an essential and constitutive element of Science. In time, educational policy updates were proposed with a view to their effective incorporation into Basic Education Science curricula, appearing as an essential competence for the assessment of knowledge with a focus on commitment to data and evidence to support scientific claims. In this sense, we are particularly concerned about the current state of teacher training curricula and how (and if) they provide subsidies for the appropriation of knowledge necessary for the implementation of argumentative practices in classrooms. Especially within the scope of the IFRN - Campus Macau, context of this present research, we seek to understand how pre-service Biology teachers plan argumentative practices starting from the instructional context of the Supervised Curricular Internship, and, for that, we endue ourselves with a substantiation centered on the Dialogic-Discursive perspective by Christian Plantin. Therefore, we have composed an instructional model with the purpose of “teaching how to teach to argue” from a theoretical framework based on the centrality of teacher planning as practice and knowledge essentials to the implementation of argumentative practices in the classroom. Thus, after a meaningful exploratory phase, we established the focal point on planning and carrying out a formative process through three phases: (I) formative course, (II) planning guidance, and (III) implementation support. For each of these, in addition to the experience report, we proceeded with a process of systematized actions for data collection, composed essentially by audio and video recording of the lesson project presentation and the interviews performed to make sense of the processes of planning and implementing an argumentative teaching sequence. Once collected, the data was subjected to a critical discourse analysis to present a complete overview of the understanding progression of pre-service teachers during the formative process. Therefore, it was possible to highlight the knowledge mobilization related to the planning of argumentative teaching sequences based in the elements of Plantin's dialogic model, reaching an effective implementation in a parallel context to the final stages of the Supervised Curricular Internship in High School classes.