Transformação de licenciandos em educadores químicos: traços do conviver e praticar a docência durante a formação inicial no Clube de Ciências da UFPA

Abstract

This research deals with knowledge and initial training of chemical educators, training, built through real situations of anticipated practice assisted in partnership in the space at the Science Club of UFPA. The general objective of this thesis is: to understand the knowledge expressed/manifested by Chemistry teachers from the Science Club, when developing Chemistry classes in basic education and talking about their training and teaching, in line with contemporary requirements, and as specific objectives: i ) identify training experiences evidenced by professors from CCIUFPA, when talking about their training and teaching; ii) identify and understand teaching knowledge that Chemistry professors from CCIUFPA mobilize/motivate as chemical educators, which show that they originated from formative experiences lived in the Science Club; iii) identify, in order to understand, teaching knowledge that Chemistry professors from CCIUFPA mobilize/motivate as chemical educators when developing chemistry classes; and iv) understand in what terms the teaching knowledge expressed, moved and elaborated by Chemistry professors who graduated from the UFPA Science Club relate to the knowledge of teachers in/for contemporaneity. Four chemistry professors from CCIUFPA who, at the present time, work in public schools participated in the research. The stay in the field with the research collaborators lasted two years, between comings and goings, for the construction of field texts; over these years, they told me about their training and teaching in invitations to speak that I addressed to them. I also recorded the teachers' chemistry classes, as well as the construction of my logbook, and both were also the field texts for the research, which I analyzed through discursive textual analysis. I defend the thesis that advance practices to teaching, in the initial training of Chemistry teachers, characterized by pedagogical and training work in assisted collaborative groups and in partnerships, of an interdisciplinary, investigative and reflexive nature, constitute training strategies for chemical educators, which remains in continuous training and conceives the construction of chemical knowledge for the understanding of life and the world in its multiple dimensions and for the exercise of citizenship, in order to educate in/for contemporaneity. This thesis is defended in this research text, metaphorically constructed as a reaction of (trans)formation of undergraduates into chemical educators, generically + CB. I assume this construction with the support of qualitative research, in the narrative modality, in which the AB and CD reagents are respectively the practices of the Science Club of the Federal University of Pará (institutional space that promotes the initial training of teachers and the scientific initiation of children and adolescents in basic education students), and the Licentiate Degree in Chemistry. From immersion in field texts, I built two products of the (trans)formation reaction in chemical educators, AD - CHEMICAL COMPOSITION OF THE PRODUCT - EXPERIENCE: moving knowledge, in which I identify formative experiences and mobilized knowledge, which started through formative experiences experienced at CCIUFPA, and CB - STRUCTURE OF SUBSTANCE - SIGNIFICANCE OF CHEMISTRY IN SOCIETY: knowledge manifested, developed and mobilized to teach chemical knowledge, in which I identify knowledge manifested, developed and mobilized, in chemistry classes and those related to knowledge in /for contemporaneity. The two emerging products allowed me to highlight the training strategies of chemical educators described in the thesis and prove that these strategies allow the formation of an educator who conceives the construction of chemical knowledge for the understanding of life and the world in its multiple dimensions and for the exercise of citizenship.