Desvios bacharelizantes e atuação em interníveis: um diálogo com formadores de professores de química do IF
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2022-11-30
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Universidade Federal de Goiás
Resumo
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.
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Citação
SILVA, F. C. A. Desvios bacharelizantes e atuação em interníveis: um diálogo com formadores de professores de química do IF. 2022. 213 f. Tese (Doutorado em Química) - Universidade Federal de Goiás, Goiânia, 2022.