A metamorfose do vir a ser Professor(a) de Química: a Prática como Componente Curricular e os Estágios como horizontes formativos

Abstract

Initial Teacher Education (ITE) is a field marked by tensions, struggles, intentionalities, as well as advances and setbacks regarding educational legislation. In this context, this dissertation aimed to understand the nuances involved in the process of becoming a Chemistry teacher through the spaces of Practice as a Curricular Component (PCC) and Supervised Internships (SI) within an undergraduate Chemistry Teacher Education program in the Midwest region of Brazil. To this end, the dissertation was structured into two parts. The first part is grounded in theoretical discussions on Teacher Education (TE), the historical movements, and the constitution of this context as a field of research. It alvo discusses formative possibilities for Chemistry Education (CE) based on the concept of Bildung, rooted in German thought and supported by the philosophical hermeneutics of Hans-Georg Gadamer. Within this formative horizon, historicity, tradition, and dialogue are valued. Furthermore, discussions and perspectives on curriculum, its intentionalities and disputes, as well as the historical context of PCC and SI within normative documents, are presented, alongside their possible theoretical/practical articulations in ITE and the inseparability between theory and practice in Chemistry teacher education in Brazil. The research is qualitative in nature and sought to understand phenomena, meanings, and participants’ perceptions rather than quantify data. The investigation was characterized as a single case study, and the analysis of the empirical material was inspired by the Discursive Textual Analysis (DTA) methodology, used as a framework for the treatment and interpretation of the information composing the dissertation studies, enabling the reconstruction of meanings. In this regard, the second part of the dissertation encompasses two studies, configuring it as a multipaper dissertation. Study 1 consists of a Systematic Literature Review (SLR) concerning academic productions in the field of CE focused on PCC and SI, comprising the analysis of thirty-two studies published between 2014 and 2024. Among the findings, both PCC and SI emerged as central spaces for theoretical/practical articulation, being understood not merely as mandatory curricular components, but as formative spaces that foster the constitution of teacher identity. In this sense, the need for a new rationality for Chemistry educators emerged, grounded in the movement toward practical and critical rationality. Study 2 consisted of a qualitative investigation carried out through interviews with graduating students from the Chemistry Teacher Education program at Federal University of Grande Dourados. The study aimed to understand the implementation of PCC and SI within the curriculum and the meanings attributed to them by the participants. The results reveal that PCC and SI materialize as central spaces in the constitution of becoming a Chemistry teacher, fostering experiences, reflections, and closer contact with school reality. At the same time, challenges emerged regarding the articulation between these components, institutional conditions, and the difficulties experienced by working students, especially those attending evening classes.