Autonomia na formação inicial de professores de Química: entre desafios e contrariedades

Abstract

The theme of this research is teacher training. The main objective was to produce a relational analytical theoretical framework among aspects that enable the construction of pedagogical competences and professional teaching autonomy in courses of initial formation of teachers of Chemistry. It is a research with a qualitative approach, the research participants were 16 Chemistry graduates. This research is in line with the training of science and mathematics teachers, more precisely with respect to the initial training of teachers of chemistry. The instruments used for data collection were: document analysis of the 2005 and 2016 PPCs; semi structured interview and questionnaire. The technique used in the analysis of the interviews, PPCs and open questions of the questionnaire was ATD, and for the closed questions of the questionnaires we used descriptive statistics that involved the calculation of Fashion, Average Ranking (RM) and Total Score. We point out as main results the challenges of maintaining the coherence between the prescribed curriculum and the profile of the graduates and the contradictions that appear around the teaching of the contents and the perception of the Chemistry graduates about the autonomy. In conclusion, we point out some knowledge gaps, such as: Why or what reasons for the present contradiction in the understanding of autonomy? Are there possible ways to change the perception of undergraduates that teaching is not depositing as much content as possible? How to resolve the effects of this traditional teaching vision on initial training?