Licenciatura em Química: reflexão acerca das concepções de prática expressas na prática como componente curricular e no estágio supervisionado

Abstract

This research investigated the conceptions of practice in a degree course in classroom chemistry, in a unit of RFEPT, from the Supervised Internship and Practice as a Curriculum Component, aiming to understand the implications for teacher education. The investigation of a qualitative nature used as procedures/instruments for data collection and production: the documental analysis of the PPC of the course; the questionnaire with open and closed questions, with the students; and the semi-structured interview with the professors. Both the questionnaires and the interviews also aimed to outline the profile of the research subjects. The data were analyzed based on Bardin (2011) and Moraes (1999) and at the end were triangulated, so that we could verify the approximations, distances and contradictions between the data, originating from different procedures and subjects. The results confirm the initial theses, even though they show signs of a movement towards the consolidation of a new curricular organization, which was expressed during the investigation as a hybrid curriculum, in diffuse conceptions of practice, oscillating between a perspective of the epistemology of practice and as a praxis. The theory and practice relationship is declared as inseparable, but it is contradicted, both in the PPC and in the professors' speech. Among professors and students, there is a clear understanding that it is in the space of practices, whether in ES or PCC, that the teacher is trained to teach chemistry, demonstrating, despite the limits, an expanded view of practices both in the context of ES and PCC. The course covers 800 hours provided for in the guidelines for compliance with the practice in ES and PCC, which in this case is developed in 4 curricular components from the 1st to the 4th periods.