Clube de Ciências da UFPA: experiências formativas e desenvolvimento profissional de professores em formação inicial

Abstract

In this dissertation, I investigate the formative processes of undergraduate students based on the lived experiences of interns at the Science Club of the Federal University of Pará (CCIUFPA). From a narrative perspective, I articulate personal memories with the voices of seven CCIUFPA alumni to understand how experiences in this space contributed to professional teacher development during their initial training and how this experience reverberated in their current professional practices. The research seeks to address the following questions: (a) How do former interns perceive their formative trajectory in the Science Club? (b) What connections do former interns establish between their experiences in the Science Club and their teaching practices? (c) What feelings do former interns express when speaking about themselves and their teaching practices in science education? The methodology involved semi structured interviews and Discursive Textual Analysis (DTA), supported by the software IRAMUTEQ to identify lexical patterns in the discourses and the Syuzhet package to analyze the sentiments expressed in the participants’ narratives about themselves and their formative experiences. The results indicate that CCIUFPA constitutes a powerful training environment, characterized by collaborative practice, affectivity, and constant dialogue between theory and practice. This dissertation highlights the centrality of subjective and relational dimensions in the constitution of teacher identity, pointing to CCIUFPA as a meaningful space for teacher education, aligned with the contemporary needs of science education.