Horizontes compreensivos da constituição do ser professor de química no espaço da prática como componente curricular

Abstract

In the last decades, we have experienced a scenario in the Brazilian context where the emergence of normative documents, focusing on teacher education, has been constant. Most of these have intensified discussions about the inseparability between theory and practice, besides being constituted by are constituted by an exercise in broadening the spectrum of understanding of the practical dimension in the teaching action. With the determination of the National Council of Education (CNE) in 2002 that teacher training courses should contain a minimum of 400 hours of Practice as a Curricular Component (PCC), the problem arises of how to implement this space in the curricular matrices. In view of this conjecture our research intends to understand the process of constitution of being a professor of Chemistry by means of the development of actions that objectified the construction of a criticism based on the teaching by transmission in the space of curricular components with full time load of PCC. In the meantime, the licenciandos, enrolled in the focus components of this study, were challenged to elaborate proposals that explicitly intended the development of critical thinking. In a qualitative way, our research is organized in two dimensions: the first is focused on documentary analysis and the second is related to the follow-up of the actions carried out along three curricular components, given by the researcher, with a full-time PCC, where we developed a study of case. The empirical material referring to the first dimension consisted of Pedagogical Projects of Course and Teaching Plans, analyzed from the assumptions of the documentary analysis, having as intentionality to investigate the configuration of the PCC in the courses of Chemistry of the institution where the research was carried out. The second dimension included the analysis, from the assumptions of the Discursive Textual Analysis, of evaluation materials produced by the licenciandos throughout the three curricular components, of which we can mention: portfolios, lesson plans and didactic sequences. The production of a research diary by the researcher also belonged to the set of materials that subsidized the analysis process. As emergent understandings we can mention the potentiality of spaces such as those promoted by the PCC in the valuation of courses with greater identity, in the recognition of interface knowledge, in breaking away from models centred on technical rationality, in the intensification of the inseparability between theory and practice and of isomorphism between the training offered in the courses and that required in the normative documents. As well as the relevance of the development of actions, focusing on the elaboration of didactic strategies based on the concept of critical thinking, as a problematizing element of understandings about being a teacher, on issues related to teaching and learning, planning, articulation theory and practice, complexity of the understanding of the practical dimension in the teaching action and in the development of a substantiated criticism to the teaching by means of transmission.