A formação no curso de licenciatura em química UFG/Goiânia: a relação entre a formação e o trabalho docente
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2017-02-09
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Universidade Federal de Goiás
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This thesis is linked to the research line Training of Teachers of Chemistry. Based on
the assumptions of the dialectical historical materialism, we deal with teacher training in
the Chemistry Degree Program of the Federal University of Goiás, taking as object of
investigation the training and the teaching work developed in the training process of the
graduates of the course investigated. The assumption that governs the analysis is that
there is a dialectical relationship between training and teaching work, and thinking about
training is also thinking in the mediations that involve the work of the teacher. However,
we understand education as a field of hegemonic dispute, so that the training and
teaching performance can represent different projects. These can mean advances in
work and teacher training by enabling praxis - unity theory and practice - as well as to
contain neotechnic and pragmatic purposes of the relation theory and practice,
depending on the policy that gestates and guides such propositions. We start from the
analysis of the context of the formation and the teaching work. In this perspective we
adopt dialectical historical materialism as a method. In order to reveal the object, we
chose the following methodological strategies: a) semi-structured interviews; B)
conducting narrative interviews; C) analysis of documents, such as: curricular guidelines
for teacher training and guidelines for teacher training in chemistry. The research takes
as a reference the teacher-training teachers and the students of the graduation of the
Course of Degree in Chemistry of the Federal University of Goiás / Goiânia. We
problematize with the following axes of analysis or guiding questions: the subjects of the
research, who are the teachers and students? His life and formative trajectories; How is
the political identity of teachers being constructed? What is the conception of teaching or
teaching work that permeates the undergraduate course in Chemistry / UFG? What is
the teaching / learning concept in the university class? What is the relation between
training and work in the view of the investigated subjects (teachers and students)? What
is the social function of chemistry teachers in the view of the licenciandos? The paper
points to the following conclusion: training based on the epistemology of practice is
conceived in a broad and pragmatic sense without reference to teaching work. Now, if
we claim the formation and the work of teachers in a dialectical relationship since their
initial formation, it needs to establish other relations that directly interfere in this: the
political identity built in the course; The conception of teaching; The social function of the
chemistry teacher; These are mediations that will be fundamental to denaturalize and
problematize the teacher training / teaching relationship, with the possibility of the
teachers' political and pedagogical praxis.
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SANTOS, Jane Darley Alves dos. A formação no curso de licenciatura em química UFG/Goiânia: a relação entre a formação e o trabalho docente. 2017. 253 f. Tese (Doutorado em Química) - Universidade Federal de Goiás, Goiânia, 2017.