História do Ensino de Química: O educador químico Mário Tolentino
DOI:
https://doi.org/10.23925/2178-2911.2026v33p216-239Abstract
This work seeks to understand the contributions of Professor Mário Tolentino to Chemistry education, especially in his role in higher education and in the São Paulo countryside. The research investigates how his practices and academic productions fit within the historical processes of Science Education in Brazil, in dialogue with constructivist methodologies and socio-interactionist influences, closely aligned with Vygotsky’s ideas. Tolentino’s teaching career reveals a commitment to the comprehensive formation of students, prioritizing active teacher mediation, collective knowledge construction, and the integration between theory and practice in university teaching. The analysis of academic documents, articles, and other historical records was conducted through Discursive Textual Analysis, which highlighted a performance that goes beyond mere technique and content. Tolentino emerges as a central figure in consolidating Chemistry Education as a research field in the São Paulo interior, directly influencing teacher training and strengthening a pedagogical identity committed to transforming reality. By emphasizing his relevance, the study values university teaching as a space for knowledge production and as a decisive instance in structuring Chemistry Education in Brazil. Tolentino’s legacy broadens the understanding of the formative role of higher education teachers and reinforces the importance of articulating research, teaching, and social commitment in the field of Sciences.
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References
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