Pedagogia problematizadora de Paulo Freire na formação de licenciandos em Química

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In this article, the critical formation of the individual was analyzed by the comprehension of problem-based education, in the perspective of changes in the theoretical and practical field in which the future professional of education surpasses the vision of simple content transmitter and performer of tasks as happens in the current context of teaching under the capitalist interests. In these terms, according to the theoretical-methodological principles of progressive education, we used the referential that comes, especially, from Paulo Freire’s works, allowing a theoretical intersection between the problematizing education and the perspective of formation of chemistry instructors. For such intervention, some trainees from a private college, whose students were attending to the Supervised Practice I and II of the Chemistry Training, High School students from a State School from Goiânia, GO took part in this study. It was chosen a qualitative approach with descriptive character, designed for case study format to allow a comprehension of the meanings that such events the trainees. The data were obtained from the discussion meetings recorded, taped and transcribed to ensure their complete coverage. The results showed that the trainees see education as a process of transmission-reception as established by the traditional teaching model. It was also possible to conclude that teaching based on banking education, means that the instructor stands in a higher position in relation the students.



Estágio supervisionado, Licenciatura, Educação bancária, Supervised practice, Higher degree, Banking education


LEITE, Vanessa Carneiro; SOARES, Márlon Herbert Flora Barbosa. Pedagogia problematizadora de Paulo Freire na formação de licenciandos em Química. Revista Anhanguera, Goiânia, v. 16, n. 1, p. 1-22, jan./dez. 2016. Disponível em: Acesso em: 10 abr. 2024.