Resumo:
The theme on which this work deals is related to an issue that has been little explored in research in science education and that can carry relationships with the initial training of teachers, namely, the issue of planning and the performance of teacher educators in disciplines related to the teaching in undergraduate courses. It is noticed very often, teachers who teach in higher education working alone and unrelated to joint planning between teachers in the same area. In this sense, this research aims to promote spaces of communicative interaction between teacher educators who teach the disciplines of teaching practices as a curricular component in order to plan and re-elaborate their disciplines together. From the main references arising from the Theory of Communicative Action, by Jügen Habermas, it was possible to outline a scenario of rationality in the formation of a degree in chemistry in Brazil. A Joint Planning Group (GPC) was initiated with teachers who teach the disciplines of teaching practices as a curricular component, since all meetings were recorded, transcribed and analyzed using the methodological resource of analysis of intersubjective interactions based on Theory of Communicative Acting, by Habermas. It was possible to list a set of elements of the communicative process and systematize characteristics of group work. From the analyzes made it was possible to understand how the process of interaction between teachers and the survey of characteristics of these interactions took place. Thus, it was possible to verify that the participation of teachers in the process of constituting the group of joint planning on restructuring the menu of the disciplines of teaching practices as a curricular component made it possible for them to be involved in joint construction processes, providing a communication environment . In addition, the joint constructions carried out in this group point to the defense of the formation of GPCs in degrees in chemistry as training of the teacher teacher.
