Redesenho da proposta curricular de formação inicial de professores de química na Amazônia pelo viés dos saberes primevos

Abstract

The Redesign of the Curricular Proposal for Initial Training of the Degree Course in Chemistry offered at the Center for Higher Studies of Parintins – CESP, linked to the State University of Amazonas – UEA, began in 2010 as a result of the official documents established by the Ministry of Education that proposes the reformulation of the curricula of educational institutions and guides the inclusion of knowledge that involves the cultural plurality of students, which is intensely manifested in all social spaces, including schools and universities. These guidelines enable new learning and a new teaching practice. In view of this, the need arose to redesign the Curricular Proposal for Initial Training of Chemistry Teachers in the Amazon, aiming to recognize the importance of primeval knowledge (traditional/popular/cultural) to weave dialogues with academic/school knowledge. This procedure was corroborated by the mapping of the themes covered in the Course Conclusion Papers – TCC, in academic productions presented at events in the area of Chemistry, in scientific initiation and university extension projects that dealt with primal knowledge and contextualized in the disciplines of the Chemistry Course. Degree in Chemistry from CESP/UEA. The diversity of knowledge, cultural experiences, knowledge and experiences linked to the context of the students, allowed us to look with different lenses at the curricula of schools and the Chemistry Degree Course at CESP/UEA. In view of this, a new Curricular Proposal for Initial Training was developed to meet the needs of teachers who teach Chemistry in the Amazon, promoting improvements, guaranteeing the right to new learning, recognizing local specificities, promoting a multicultural curriculum in training spaces. We emphasize that this diverse culture is most often made invisible and excluded from the curricula of schools and universities in the Amazon Region itself. The purpose of this doctoral thesis is not to replace academic and/or school knowledge with primal knowledge, but to weave a dialogue between them as many curricular/disciplinary contents only make sense, and can be understood, in the historical and cultural specificities where they are generated. We do not in any way want to hierarchize or prioritize primeval knowledge, but to expand the way of observing the world, stimulate collective experiences and consider knowledge from the experience (traditional, primeval, collective, cultural knowledge, etc.) of teachers and students who are still undervalued. and silenced in many school and academic institutions.