UNDERSTANDING HORIZONS OF THE CONSTITUTION OF BEING A CHEMISTRY TEACHER IN PRACTICE AS A CURRICULAR COMPONENT: A CASE STUDY

ABSTRACT:

The determination of the insertion of 400h of Prática como Componente Curricular (PCC) in teacher training courses has mobilized spaces for discussion about the practical dimension in teacher constitution. Given this context, in our investigation we intend to understand the potentiality of the CCP in the constitutive process of the chemistry teacher. Therefore, we developed a case study in curricular components with this assignment, constituting information through evaluative materials produced by the undergraduates, which are analyzed through the assumptions of Discursive Textual Analysis. As emerging understandings we highlight: the relevance of understanding undergraduates’ perceptions of what it is to be a teacher as a strategy for complexifying superficial and limiting understandings about teaching and the processes related to teaching and learning.

Keywords:
Teacher training; Prática como Componente Curricular; Critical thinking