Contribuições do laboratório de ensino de química e biotecnologia na formação do licenciado em Química da UFAL

Abstract

Theoretical assumption and legal documents point out that teacher training is based on the accumulation of specific and pedagogical knowledge not linked between them and other needs that effectively achieve the complexity and challenges that exist in Basic Education classrooms. It is defended then a training based on reflection and practical rationality, which seeks to go beyond the mere accumulation of knowledge from a link among the specific content, pedagogical and didactical transposition in other fields of knowledge in schools for Basic Education. Enlightened by this proposal, this work intends to observe what the position of the Licentiateship Degree in Chemistry at UFAL, it means, to observe if the course is aimed at the mere accumulation of knowledge or if the course is already seeking ways to adapt to proposed reflexive formation. This reading is done from the monitoring of laboratory classes in the IQB, due to: 1 – the observation in specific reference to teacher training in chemistry that the experimental activities carried out in universities are toward to the specific contents and it contributes a little to the educational development of practical classes in schools, 2 – the observation, as student on the graduation from this course, is that the trial are focused exclusively on chemical knowledge, leaving aside the contributions to the pedagogical training that the experimental classes in chemistry can bring to the Licensed in Chemistry , 3 – the implementation of new pedagogical project of the course in 2006, which outlines the features of a course aimed at overcoming the gaps pointed by theorists and the legislation in vigor on teacher training so far followed.