Educação superior e formação de docentes: investigando as práticas pedagógicas dos estágios de química para a atuação profissional

Abstract

The master's research aims to analyze the importance of the curricular component, internships in the Chemistry Degree course at the University of Caxias do Sul (UCS) for teacher training and performance. Through research on this theme, the objective is to understand the relevance of the curricular components stages I, II, III and IV within the Chemistry course and its influences for future actions of teachers in the education networks, as well as to investigate if it happens to relationship between theory and practice in addition to analyzing the syllabus of the disciplines together with the legislation that concerns undergraduate courses. To support the objectives of research and writing, the research is based on theoretical references, such as Pimenta (2002) and (2011), Cunha (2011), Maldaner (2000) and Chevallard (2005). The methodology is qualitative, structured together with semi-structured interviews, conducted with four teachers trained by UCS, trainee teacher and course coordinator, aiming at the emergence of categories with the discursive textual analysis method of the authors Moraes and Galiazzi (2007). It is intended to understand if the course assists in professional construction, necessary for performance in public schools in the region of Serra Gaúcha. In the bibliographic review, of thirty-two papers, notes have been made regarding the need for improvement in initial teacher training, thus the stimulus for further in-depth research on the topics involving teacher training appears, curricular internships and chemistry teaching, anchored in theoretical frameworks and current laws, which address these topics to dialogue and reflect throughout writing. From the three categories that emerged, after collecting and analyzing the participants' narratives, there was a need for some changes in the way of approaching the disciplines and especially the curricular components internships within the course, which is a space for valuing teaching, knowledge production and questioning, being a conducive environment for initial teacher construction, permeated by the interactions between different voices in the training processes, thus being a place to execute the union between theory and practice, and disciplines aimed at teacher training that provide didactic transposition from academic content to basic education content and ateam of teachers who are prepared to instruct and demonstrate the realities of Brazilian schools.