THE SUPERVISED TEACHING APPRENTICESHIP AS AN ARTICULATOR IN THE PRODUCTION OF KNOWLEDGE AND IN THE EDUCATION OF CHEMISTRY TEACHERS

Abstract

In this work it is analyzed the school as a space for production of knowledge and education of individuals. It searches to understand the supervised teaching apprenticeship as a period of articulation and mobilization of knowledge and experience necessary in the process of becoming a teacher. It reflects about the knowledge mobilized in the production and development of innovative curricular proposals called Situations of Study (SS). It shows the influence of the school in the proposition and implementation of these proposals. It highlights that contacts with real situations marked by questions which aim at the comprehension of the situations lived in classroom enable the teacher a greater appropriation of the professional knowledge.