Resumo

PARGA LOZANO, Diana Lineth  e  MORA PENAGOS, William Manuel. The PCK, a scenario of theoretical diversity: Concepts and unifying experiences on teaching contents in chemistry. Educ. quím [online]. 2014, vol.25, n.3, pp.332-342. ISSN 0187-893X.

This article attempts to show that international literature on PCK research shows a great theoretical diversity that far from generating unanimity, seems to be generating tensions, and in some cases lack of clarity that leads to unsuccessful research results. From a brief analysis of this situation, an alternative conceptual basis articulator on Pedagogical Content Knowledge (PCK) is proposed, and its operation is shown with concrete examples of content teaching for chemistry. These examples reinforce some basic agreements in which the PCK can produce a general framework for curriculum design, development of teaching materials, initial training and continuing teacher education.

Palavras-chave : PCK; CDC; transposition; transformation and integration didactic; training chemistry teacher.