Banca de DEFESA: INDMAN RUANA LIMA QUEIROZ
Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.DISCENTE : INDMAN RUANA LIMA QUEIROZ
DATA : 01/07/2021
HORA: 14:00
LOCAL: https://conferenciaweb.rnp.br/events/defesa-de-doutorado-de-indman-ruana-lima-queiroz
TÍTULO:
PRACTICE AS A CURRICULUM COMPONENT IN THE TRAINING OF CHEMISTRY TEACHERS: RETHINKING PATHS FOR A REFLECTIVE PRAXIS
PALAVRAS-CHAVES:
Practice as a Curricular Component. Teaching Practice. Initial Training of Chemistry Teachers.
PÁGINAS: 194
GRANDE ÁREA: Outra
ÁREA: Multidisciplinar
RESUMO:
Practice has been recognized as a necessary component for teacher education for about 20 years and its practice in Brazilian undergraduate courses has been carried out in the form of Practice as a Curricular Component (PCC), with 400 hours for its realization. Although this component is considered propitious for the promotion of critical reflection and theoretical systematization, many contexts present difficulties in carrying it out in a more adequate way, as is the case of the undergraduate Chemistry course at the Universidade Estadual de Santa Cruz (UESC). Based on an understanding of the teacher as an intellectual transformer, we conducted this investigation with the objective of identifying possibilities of carrying out the PCC, in undergraduate courses in Chemistry, in order to contribute to a reflective praxis. In order to achieve this objective, we conducted a documentary analysis of the National Curriculum Guidelines (NCG) for teacher education and of the Academic-Curricular Project (ACP), as well as a focus group with students of the aforementioned course. These data were submitted to Textual Discourse Analysis (TDA), which allowed the construction of seven categories, five of them a priori: Conceptions of PCC, Relationships of PCC with theory, Distribution of PCC, Activities of PCC and Contributions of PCC, and two emerging: PCC Problems, PCC Needs. In this analysis we identified that the NCGs have not subsidized PCC for its realization as a reflective praxis. Consequently, the conceptions of PCC in the analyzed course are sometimes inadequate, sometimes not explicit about its relationship with theory. In this sense, the relationships between PCC and theory has been fragile or unconscious. Although the PCC workload is allocated in several disciplines, it has not been done in a way articulated with theory, and thus has not contributed at all to teacher education. For these problems to be minimized, it is necessary that that measures such as the adoption of a critical perspective by the faculty and students, changes in the planning and realization of the component, and training of the teaching staff are taken. Finally, we present the possibilities for a PCC as a reflexive praxis, conditioned to directions such as: the formation of a group of teachers of Chemistry Teaching who think critically and their strong performance in the course; the promotion of the planning and realization of PCC collectively using the context of the week of pedagogical planning; the delimitation of a proper space for PCC from the redistribution of its workload; and, the incentive to the institutionalization of continued formation
MEMBROS DA BANCA:
Presidente - 071.811.595-34 - JOSE LUIS DE PAULA BARROS SILVA - UFBA
Interno - 909.409.897-00 - MARCO ANTÔNIO LEANDRO BARZANO - UEFS
Externa à Instituição - NYUARA ARAÚJO DA SILVA MESQUITA - UFG
Externa à Instituição - LUISA DIAS BRITO - UNIFAL-MG
Externo à Instituição - ELISA PRESTES MASSENA - UESB
Externa à Instituição - ROSILDA ARRUDA FERREIRA - UFRB