Students and Chemistry Teacher Education Courses in Brazil and Rio Grande do Sul: Reflections derived from ENADE 2017

• Autor(a) principal: Fonseca, Carlos Ventura
• Data de Publicação: 2021
• Outros Autores: Hesse, Fernanda Bianca
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Tear: Revista de Educação Ciência e Tecnologia
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/tear/article/view/5030

Abstract: This article presents a qualitative exploratory study that seeks to investigate data derived from National Survey of Student Performance (ENADE) 2017 furthering the case of the Chemistry Teacher Education courses and its students, both in the Brazilian context and in the Rio Grande do Sul context. The results obtained, based on different categories that emerged from the documentary analysis carried out show that ENADE reproduces in its structure certain curricular problems of teacher education courses (such as the minimization of spaces for pedagogical knowledge and the lack of an identity for teacher education academic programs and their students in comparison with related bachelor's academic programs), as well as showing that the presence of graduates is prevalent: workers or dependents on government programs; representatives of families with low incomes; from public schools; with higher education levels than their fathers and mothers; that identify positive aspects in the courses they attended. Although relatively qualified results were obtained by most courses with emphasis on the good performance of courses in Rio Grande do Sul in the exam on screen, the study points to the social challenge to qualify the working and salary conditions of the teaching profession considering the attraction of future postulants to the teaching profession and their permanence in the profession. Keywords: Teacher education. ENADE. Chemistry teacher education academic program.