Resumo:
The production of teaching materials can be a formative process for future teachers to seek to insert the History of Science (HC) in Chemistry Teaching. This training strategy can minimize problems around the absence or even low availability of quality teaching materials in HC. Thus, this research aims to analyze the way in which chemistry undergraduates articulate knowledge of HC when developing a written didactic material as part of their training practice. The methodology of this investigation is of a qualitative nature and of the documentary type, in which the teaching materials of HC produced by the undergraduates of a discipline of Teaching Practice II of the Chemistry Licentiate course of a public Higher Education institution in the south of Minas Gerais were analyzed. The course materials were analyzed in terms of the following categories: type and organization of historical information: characters; type and organization of historical information: evolution of science; materials used to present the historical information, contexts to which the historical information is related, and status of the historical content. When analyzing the materials, it was possible to identify that the activity resulted in the development of not only good texts, but also as a relevant training strategy, as it contributed to the construction and manifestation of knowledge necessary for teaching. In relation to the characters worked on in each text, it is noted that the undergraduates had great concern in establishing each part involved in scientific development. Regarding the approach to the evolution of science, it is noted that in the types covered by undergraduate students there is still a large presence of approaches that distort the real evolution of scientific development and a tendency to observe it as a linear evolution. In relation to the materials used to present historical information, there was great concern among undergraduate students in most teaching materials for a pleasant and attractive graphic presentation for basic education students. Regarding the contexts of the historical content used by students, the greater importance they give to the scientific context is notable; their materials were often constructed on this basis, leaving other contexts in the background. Regarding the status of historical content, the importance given to the scientific context is reaffirmed, the majority of undergraduates used it as fundamental, while the other contexts were approached in a complementary way, making the need to give importance to these in materials, just like that, is the importance of the scientific context.
