A formação de professores de química em Cajazeiras-PB: uma análise dos currículos apresentados nos Projetos Pedagógicos de Curso (PPC).

Abstract

Education must accompany the changes that occur in the social and technological context, so that it can meet the needs and desires of society. In this way, teacher training must be designed taking into account the different educational trends. In this sense, the present study aimed to comparatively analyze the curricular proposals of the degree courses in Chemistry offered in Cajazeiras-PB. For this, a qualitative research was developed with a bibliographic and documentary approach, where the PPCs of the institutions that offer the degree in chemistry in that city were analyzed. The data obtained in the analysis were separated into 4 axes: training in pure chemistry, training in chemical education, general pedagogical training and multidisciplinary training. The results showed that the courses offer disciplines of different knowledge in what concerns the formation of knowledge in pure chemistry, in pedagogical knowledge (general or specific in chemistry) and multidisciplinary knowledge, denoting the influence of these areas of knowledge in the formation of the teacher. Therefore, it is clear that the way the curriculum is designed directly influences the professional that the educational institution wants to train. Some disparities were noted in the curricula of the institutions. For example, some institutions have a greater focus on specific knowledge disciplines in pure chemistry. Others already advocate subjects related to pedagogical knowledge.