Formação inicial de professores de química: uma análise a partir da perspectiva do professor-pesquisador

Abstract

The training of teachers as researchers or teacher-researchers is currently a model for promoting the professional development of educators. Training based on scientific research can contribute to a reflective professional regarding their practice, their social role, their reality, the exercise of their profession, taking a critical stance on these and several other topics arising from their daily lives and that of their students. From the above, this work was guided by the following Research Question: “How does the Initial Training of Chemistry Teachers at the Federal University of Amazonas consider research as a formative principle?”. This research aimed to analyze the training proposal for the initial training of teachers in the Chemistry Degree course at the Federal University of Amazonas in light of the Teacher-Researcher model. To this end, the study was anchored in Qualitative Research, of the Case Study type, in which data were collected through Documentary Analysis of the Course's Pedagogical Projects (PPCs) and Semi-structured Interviews with undergraduate students graduating from the course. The data obtained was analyzed using Discursive Textual Analysis (DTA). When reconciling the results obtained from the Document Analysis and the Interview, we found that training for research is clearly included in the LQ course investigated. The Initial Training of Chemistry Teachers at the Federal University of Amazonas considers research as a formative principle, since the elements of scientific research are present within the scope of the disciplines that make up the curricular axes of Practice as a Curricular Component (PCC) and Internship Curriculum (EC). The importance of research was highlighted by interviewees as an essential tool in teacher training. The PCC and the EC were configured as fruitful moments for the development of research into their own practice and for the training of future teachers with a professional profile of teacher-researchers. The Institutional Scientific Initiation Scholarship Program (Pibic), the Institutional Teaching Initiation Scholarship Program (Pibid) and the Pedagogical Residency Program (PRP), characterized in this work as Complementary Activities, also presented themselves as a place where skills for research in Chemistry Teaching were developed through a systematic process of reflection and investigation on the most varied topics in the area, using different methodological strategies and subsequently disseminating this knowledge. Evidently, there is still the possibility that research as a formative principle is not included in the PCC or EC disciplines and there is no obligation for this principle to be part of Pibid and PRP. Pibic has this profile and there is a greater possibility for the graduate to have contact with research. These limitations occur in the course, however, the role of the teacher trainer is essential to extrapolate the limits imposed by the curriculum and notices, which guide, respectively, the subjects and complementary activities. Therefore, with this study, we hope to collaborate and enrich the research carried out on teacher training, especially with the theme of the Teacher-Researcher and his role in the initial training of future Chemistry teachers.