Práxis e identidade docente: entrelaces no contexto da formação pela pesquisa na licenciatura em química
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2018-02
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Praxis as a formative bias constitutes a reality
transforming perspective. Internships become a space conducive to the formation of the first traits of teacher identity in this context. They take on fundamental
importance in allowing practice to overcome the mere imitation of models. From this formative perspective, eighteen pedagogical projects from chemistry
degree courses in Goias (PPC) were analyzed, focusing on the construction of the teaching identity through the perspective of research. From the Discursive
Textual Analysis it was clear that the majority of the PPCs do not propose research as a formative axis and in spite of some attempts to approach research from
the perspective of experience and of its relevance for the formation of professional identity, this approach was not successful in several cases. In addition, some
of the literature on the issue is still based on an overly technical view of knowledge, and offers little guidance for guidelines on teacher training, resulting in
a baccalaureate vision of teacher education.
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Práxis, Estágio, Formação pela pesquisa, Praxis, Internships, Formation for research
Citação
OLIVEIRA, Kenia C. M. O.; MESQUITA, Nyuara A. S. Práxis e identidade docente: entrelaces no contexto da formação pela pesquisa na licenciatura em química. Química Nova na Escola, São Paulo, v. 40, n. 1, p. 44-52, fev. 2018. Disponível em: http://qnesc.sbq.org.br/edicao.php?idEdicao=73. Acesso em: 13 jun. 2024.