Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-30T18:25:05Z No. of bitstreams: 1 DIS_CRISTIANO_CENTENO_SPECHT_COMPLETO.pdf: 1860927 bytes, checksum: 08252d5fbed6487955580648a6527a8a (MD5) / Made available in DSpace on 2017-06-30T18:25:05Z (GMT). No. of bitstreams: 1 DIS_CRISTIANO_CENTENO_SPECHT_COMPLETO.pdf: 1860927 bytes, checksum: 08252d5fbed6487955580648a6527a8a (MD5) Previous issue date: 2017-01-18 / This research seeks to answer the following research question. How are questions asked and what are the consequences for learning the questions asked by four teachers and 455 high school students during chemistry classes in schools in an inner city of Rio Grande do Sul? During the research, 1,178 questions were annotated in 18 high school classes of public and private schools in the sweet coast of the state of Rio Grande do Sul. After observations made in 40 chemistry classes. The questions were analyzed under the focus of their demand and their profile, having been classified and analyzed according to Roca, M?rquez and Sanmart? (2013). The questions were classified according to the content Coll et al. (1998). The conduct of the teachers in front of the questions in the chemistry classes were treated through the Textual Analysis Discusive - ATD emerging five categories of analysis. We also analyzed the questions according to the management of the classroom emerging nine categories that were analyzed according to the ATD. The semi-structured interviews with the investigated teachers were established "a priori" categories that were also analyzed by the ATD. The results of the interviews reinforce the results of the other analyzes. The result of the analysis of the collected information can be perceived that these questions are, for the most part, informative profile. Besides the questions asked in the majority by the teachers, it is intended to lead the reproduction of the disciplinary content endorsed in the textbooks. There are few questions asked in chemistry classes to provide an investigation. Therefore the didactic model of the investigated teachers that prevails in this research is to transmit the knowledge to the students. / Esta disserta??o apresenta os resultados de uma investiga??o realizada sobre as perguntas de professores e estudantes presentes em aulas de Qu?mica. Buscou responder ? seguinte quest?o de pesquisa: De que modo as perguntas s?o valorizadas por professores e a que condutas docentes elas levam em aulas de Qu?mica em escolas de uma cidade interior do Rio Grande do Sul? Para a investiga??o, foram coletadas 1.178 perguntas obtidas da observa??o de 40 aulas de Qu?mica, de quatro professores e 455 estudantes, em 18 turmas de ensino m?dio de escolas p?blicas e privadas da regi?o da Costa Doce do Estado do Rio Grande do Sul. As perguntas foram analisadas sob o enfoque de sua demanda e de seu perfil, tendo sido classificadas e analisadas de acordo com Roca, M?rquez e Sanmart? (2013). Ainda foram classificadas as perguntas conforme o conte?do na perspectiva de Coll et al (1998). A conduta dos professores diante as perguntas nas aulas de qu?mica foram tratadas por meio da An?lise Textual Discusiva ? ATD, emergindo cinco categorias de an?lise. Tamb?m foram analisadas as perguntas na perspectiva da gest?o da sala de aula, emergindo nove categorias que foram analisadas. Foram tamb?m realizadas entrevistas semiestruturadas com os professores participantes da pesquisa, sendo, neste caso, produzidas categorias ?a priori?. Os resultados das entrevistas refor?am o resultado das outras an?lises, que permite observar que a maioria das perguntas prov?m dos professores, o que remete a um ensino transmissivo e reprodutivo, muito comum nos livros did?ticos. Possibilita concluir tamb?m que as perguntas de estudantes e professores s?o, em sua maioria, de perfil informativo, pois ? muito pequeno o n?mero de perguntas manifestas nas aulas observadas com potencial para investiga??o, o que caracteriza um modelo did?tico em que prevalece a transmiss?o do conhecimento aos estudantes.