Asa (self) formative narrative research, this master’s thesis deals with a process of creating
teaching resources, mainlyan Educational Jamboree, for teaching chemistry within a scientific
education context that values citizenship formation. The research question consists of: “How
can I transform the way I teach, valuing citizenship formation in my pedagogical
practices?”.Both the new formation epistemology, defended by Nóvoa (2010), and the
understanding of citizenship formation, defended by authors such as Cachapuz (2016), were
applied as theoretical framework; narrative research was also adopted as methodological
framework. Each moment of the creation process regarding this teaching resource was
characterized by specific activities, including discussions, reflections, relations, questions,
doubts, propositions, and referrals, which occurred collaboratively. The interpretative process
carried out in texts designed during the course of producing such teaching resource was
configured from an explicit theoretical standpoint since the beginning, based on: searching
and acquiring knowledge of new perspectives on Scientific Education; defining a theme for
elaborating the teaching resource; the relevance of said theme for students formation; the
choice related to types of teaching resources; the collection of information on the subject
within official documents and specialized literature; and on validating information that
subsidized the teaching resource by dialoguing with a group of undergraduate students.
Through doing research on the course of producing this Jamboree, it is possible to plan
pedagogical practices different from traditional ones, which may end up
valuing student's participation in debates on topics of social relevance.
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