O processo de configuração identitária docente de licenciandos em Química: investigando uma experiência de imersão na docência

Abstract

The centrality of the discussions about teacher formation and the demand imposed by the contemporaneity creativity, the different strategies, the insertion of the student in the class dynamic lead us to rethink a few aspects related to this formation. This research, of qualitative nature, is inserted in the field of Science Education and problematizes the formation of Chemistry teachers and the configuration of their identities. It was developed with the goal of analyzing the contributions of an immersed experience in teaching, during the initial training course, anchored in reflexive processes about the practice, for the configuration of the teachers identities of a group of Chemistry graduate students at Universidade Federal dos Vales do Jequitinhonha e Mucuri. Our research was based on Schön (1995, 2000) and Nóvoa (2009, 2014) for the reflexive processes, aiming to appreciate the theoretical knowledges and teaching practices during the initial formation. Also, we based ourselves on Dubar (2009, 1997) for the study and comprehension of teachers identity forms of Chemistry students. We involved eight graduate students, in a Teaching Immersion Project, structured in four phases: elaboration, development, joint reflexive evaluation of a sequence of themed classes, and lastly, performing a semi-structured interview. The classes, the interviews and the joint reflexive evaluation were recorded on video, transcribed and analyzed. They were developed in three public schools in Diamantina (MG). In general, developing these themed classes, during the teaching immersion project, and having the opportunity to reflect about their own practice, collectively and individually, allowed the students to raise awareness about what they have been doing in the classroom and to identify which aspects needed to be improved. After the joint reflexive evaluation reunions, significant changes in their teaching practice were noted and they showed conceptions about teaching practice, that were evolving along the project, as to favor the constitution of new identity forms. The development of more critical reflections about teaching by mere transmission/reception of information (traditional) can lead them to construct a practice grounded in contemporary tendencies of teaching and learning.