Formative perspectives of teaching degrees in chemistry: the unveiling of pedagogical projects based on the discursive textual analysis

Abstract

The Discursive Textual Analysis (DTA) started to be used as an analytical methodology to investigate Pedagogical Projects of Teaching Degrees in Chemistry in a doctoral dissertation published in 2010. The author of this dissertation started to advise post-graduate students and, as a result, four master's theses that used the DTA in the analysis of Pedagogical Projects of Teaching Degrees in Chemistry were developed between 2016 and 2020. This paper explains the journeys taken in this movement of scientific knowledge construction and highlights the way of coding units of analysis by means of color marking in texts, validation of the scientific community as the result of the studies and the importance of the DTA in the process of developing researchers who become authors in the construction process of arguments that do not separate subjects from objects in the investigation.

Keywords: Teaching Degree in Chemistry; Course Pedagogical Projects; Discursive Textual Analysis.