With the intention of knowing which teaching knowledge can be constructed by future
teachers of Sciences in initial formation, from experiences with the use of the visual
programming language Scratch, this research was developed in the context of the
Licentiate course in Physics of the Institute Federal University of Education, Science
and Technology of Amazonas (IFAM), Manaus Campus Center (CMC), there is no
space of the discipline, with students enrolled in the 5th and 7th periods. Because it
is a research with an effective participation of the subjects, it was chosen as
methodological support, an action research, through the qualification is implemented
as an investigative action, with a workshop called "Programming with the risk to learn
Sciences", which It was configured as the product of this research for an initial
formation of Science teachers. (2008), Resnick (2007, 2013, 2014), Valente (1999),
and in particular; 2014), Prado (1996), Demo (2008) to deal with the context of
computer programs as a proposal for insertion in school, as well as in teacher
training; Later on with Tardif (2014), Carvalho and Gil Perez (2001), Pimenta (2008)
and Costa (2012), among others, to approach as conceptions related to teaching
knowledge. The collected data were treated by discursive textual analysis (MORAES,
GALIAZZI, 2011). As conclusions of the research on the infer that there was a
construction of knowledge of experience and knowledge, and that are known as
convergent for the construction of pedagogical knowledge in the initial formation of
science teachers.
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