Desvios bacharelizantes e atuação em interníveis: um diálogo com formadores de professores de química do IF

• Autor(a) principal: Silva, Francisca das Chagas Alves da
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000003c30
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/12717
• topic: Campo científico da química; Bourdieu; Ensino de química; Instituto Federal; Metodologia comunicativa crítica; Scientific field of chemistry; Chemistry teaching; Critical communicative methodology; CIENCIAS EXATAS E DA TERRA::QUIMICA::QUIMICA ANALITICA::ANALISE DE TRACOS E QUIMICA AMBIENTAL

In a challenging context of tensions and disputes, it was discussed the teacher identity profile of the teacher trainers of Degree in Chemistry at the Instituto Federal do Piauí (IFPI) in its five campuses. It was reflected on the Scientific Field of Chemistry (CCQ), the subfield of chemistry teacher training and the constitution of the IF. In this sense, it is a qualitative research that was guided by the following question: What is the constituted identity of the teacher trainer within the IFPI in terms of the structuring of the Institutes, in terms of the demand for performance as teacher and how does this identity profile influence the intended identity for the graduation? Thus, the general objective of the research is to investigate the process of structuring the teacher identity of the teacher trainers of Degree in Chemistry of the IFPI, considering their training and performance at the different levels of education in which they teach classes at the institution. To meet the objective, it was carried out a historical review of the CCQ to characterize the field and locate teaching in this space. The Chemistry Teaching area discusses the deviations in the graduation that interfere in the training of chemistry teachers and seeks space in the licentiates in the consolidation of the Subfield of Chemistry Teacher Training (FPQ). As a methodological theoretical foundation, this research was anchored in praxiological method of Pierre Bourdieu, in which the concepts of field, habitus, capital and strategy are central to the understanding. In this scenario, it was identified aspects of the teaching profile of a group of 14 chemistry teacher trainers from the five campuses with voluntary participation. The empirical investigation was carried out by means of data collection on the lattes platform of the 14 curricula of these teachers, as well as semi-structured interviews and the analysis of the PPC of the graduations. It was used the theoretical basis of the Critical Communicative Methodology (CCM) in the analysis of the interviews, because its assumptions, based on intersubjective dialogue, reflection and the hierarchical gap between researcher and researched, allowed this research to identify the dimensions that hinder (deviations in the graduation and fragmentation into levels) and transforming dimensions (the change in teacher training legislation and inter-level teaching), which provide a way to overcome the problems of the reality under study. The deviations in the graduation hinder to the structuring of the identity profile of the teacher trainer of the degree and show that the pure scientific capital of the teachers coming from the scientific production is close to the technological subfield of chemistry that has been spreading the chemical habitus in the degree. The trainers in their work and research carry the legacy acquired in the scientific-academic trajectory focused on the chemical habitus that reverberates in their performance through the non-recognition of the spaces of chemistry teaching. The element of fragmentation into levels makes it difficult to perceive the dynamics of t IF to develop an experiential knowledge dimension that influences the way of being, thinking and behaving of teachers. The transformative dimension arising from the change in teacher training legislation configured changes in the PPC and in the graduation, but the legacy of the chemical habitus was identified in the discourse of some trainers. The Inter-level Teaching looks at the configuration of the IF, its influence on the performance of the teacher trainer and contributions to the experiential knowledge that identified a plural, versatile and adaptable teacher according to the dynamics of the institution. Then, it is possible tread a path towards restructuring the teaching identity of the teacher trainer who works in the IF, considering the contributions of the FPQ subfield to this process that reverberates in the professional development of the IF teachers.