Contributions Of The Scientific Theater For Initial Formation In Teaching Chemistry

This work presents the results of a research developed with the scholarship recipients of the Institutional Program of Teaching Initiation Scholarships (PIBID) of the Chemistry subproject of the Federal University of Grande Dourados (UFGD) and aimed to identify their understanding about the contributions of the Scientific Theater through theatrical performance, for initial teacher training. The research was developed with the participation of twenty-two scholarship students. The theoretical contribution was supported by Tardif Lessard e Lahaye's Theory of Teaching Knowledge and with this the research had the qualitative character. The instrument used for data collection was an experience report in which each fellow produced a argumentative text and presented all the contributions of the activity to their training, which were analyzed by discursive textual analysis. It was possible to recognize twelve categories among which stand out, different teaching method, knowledge of chemical content, Resourcefulness in the classroom, Teamwork, act of public speaking and interaction with students. On the arguments and recognition of undergraduate it was possible to point out that the activity of the Scientific Theater contributed to the initial teacher training.