Currently, there is a great diffusion of Digital Technologies of Information and Communication (DICT) in society in general and in schools in particular. Thus, the objective of this work was to investigate knowledge explained by 13 undergraduates in Chemistry, in the development of a training process in a given curricular component, about the articulation between experimental activities and DICT in Chemistry Teaching that can be characterized as constituents of a real effective and of a maximum possible consciousness, in order to identify possible learning. As a source of qualitative information, a portfolio produced by the undergraduates during the curricular component is constituted. This portfolio was submitted to the Discursive Textual Analysis procedures. The analyses, based on the progressive theoretical framework of the Brazilian educator Paulo Freire, pointed to different levels of awareness regarding the experimental activities linked to the DICT. For example, the undergraduates explained knowledge that questioned the use of DICT articulated with experimental activities as a way to unconditionally promote student learning. This was interpreted, to some extent, as a collaboration of the formative process adopted in a dialogical-problematizing approach.

Resumen Es cada vez mayor el alcance de las Tecnologías Digitales de Información y Comunicación (TDIC) en las interacciones sociales, entre ellas las que ocurren en el ámbito de la educación. A este respecto se desarrolló una investigación junto a formadores de profesores del área de ciencias de la naturaleza a fin de hacer un análisis acerca de cómo entienden y promueven actividades experimentales mediadas por TDIC en situaciones de formación inicial de profesores vinculados a esa área. Se analizó de modo cualitativo, desde la perspectiva del análisis textual discursivo (ATD), transcripciones de doce entrevistas semiestructuradas con seis formadores que enseñan asignaturas de contenidos específicos que contienen experimentación, así como con seis formadores que investigan sobre enseñanza de ciencias. Las categorías situaciones límite e inéditos viables respaldadas por el educador Paulo Freire fueron utilizadas a priori para el análisis. Se destacó asimismo las siguientes subcategorías: hegemonía del locus de la experimentación; escasa valoración de la experimentación asociada a las TDIC; y experimentación mediada por TDIC. Los resultados muestran, por ejemplo, los entendimientos que relacionan la experimentación con la motivación y la apropiación de técnicas de laboratorio, minimizando el potencial de las actividades experimentales mediadas por TDIC.

Abstract Digital Technologies of Information and Communication (DTIC) coverage are widely increasing in social interactions, including those that occur in education. In this area, we developed a survey among teacher educators in the area of natural sciences, in order to make an analysis about how experimental activities mediated by DTIC are understood and promoted in initial training situations of teachers related to this area. It was analyzed qualitatively from the perspective of the Textual Analysis Discourse (TAD), transcriptions of twelve semi-structured interviews with six teachers who teach in curriculum components of specific content containing experimentation and six trained teachers who research in education science. In some way, they are connected to distance education or to develop research on experimentation in science teaching mediated by DTIC to form the face and / or distance. The categories limit-situations and untested feasibility backed by the educator, Paulo Freire were used as a priority analysis. In this form it's important to remember the subcategories: the hegemony of the experimentation locus; the low valuation of the associated trial to DTIC; Experimentation mediated DTIC. The results show, for exemple, the understandings relating experimentation with the motivation and the appropriation of laboratory techniques, minimizing the potential of experimental activities mediated by DTIC.

Resumo É cada vez maior a abrangência das Tecnologias Digitais de Informação e Comunicação (TDIC) nas interações sociais, dentre elas as que ocorrem no âmbito da educação. Nesse sentido, desenvolveu-se uma pesquisa junto a formadores de professores da área de ciências da natureza a fim de fazer uma análise acerca de como compreendem e promovem atividades experimentais mediadas por TDIC em situações de formação inicial de professores ligadas a essa área. Analisaram-se de forma qualitativa a partir da perspectiva da Análise Textual Discursiva (ATD), transcrições de doze entrevistas semiestruturadas, sendo divididas em dois grupos: com seis entrevistas com formadores que lecionam em componentes curriculares de conteúdos específicos que contenham experimentação e seis entrevistas com formadores que pesquisam em ensino de ciências. As categorias situações-limite e inédito viável respaldadas pelo educador Paulo Freire foram utilizadas a priori para a análise. Pontuaram-se também as subcategorias: a hegemonia do lócus da experimentação; a pouca valoração da experimentação associada às TDIC; e experimentação mediada por TDIC. Como resultados se apontam, por exemplo, os notáveis entendimentos que relacionam a experimentação com a motivação e a apropriação de técnicas de laboratório, minimizando o potencial das atividades experimentais mediadas por TDIC.

Abstract: Further discussion on the use of the Green Star holistic metric for evaluation of the chemical greenness is presented, based on a preliminary evaluation of chemistry teaching books used in Brazil. The relative nature of the chemistry greenness is discussed, stressing that it depends on the context of the laboratory experiment, for instance, the source of a reagent may alter its level. It is concluded that in the academic training of chemistry teachers explicit attention should be paid to the evaluation of the environmental dimension of the laboratory activities.

Resumen: Nuevas consideraciones acerca del uso de la métrica holística de análisis del verdor químico designada como «estrella verde» son presentadas sobre la base de un análisis preliminar de libros de texto de química brasileños. Entre otros aspectos, se llama la atención sobre el carácter relativo del verdor químico evaluado por las métricas de verdor, toda vez que dependiendo del contexto de realización de la actividad experimental puede ser alterada, por ejemplo, por la fuente de la cual provienen los reactivos. Se destaca asimismo la necesidad de que la evaluación de la dimensión ambiental de las actividades experimentales se convierta en un contenido explícito de la formación de profesores de química.