A formação continuada dos professores de Química da Educação Básica: propostas inspiradas no Pibid para implementação de uma política docente

Abstract

In the teaching field, initial training in chemistry degree courses represents only the starting point of the training process, as the changes and demands of an educational practice imply the need for continued training as an essential part of the teacher training cycle. As a theoretical basis for the research, studies by authors who discuss teacher training were used, among them: Gatti, Maldaner, Pimenta, Schön, and Shulman. Considering the principles that promote theoretical and practical training related to teaching work as well as that effective training takes place on the classroom floor, this research aims at showing through a documentary study that the training design of Pibid is a reference for the implementation of a public policy for the continued formation of chemistry teachers in basic education. To this end, historical aspects of Brazilian education are highlighted, with a focus on the constitution of undergraduate courses in Chemistry and the implementation of public policies for teacher training, focusing on especially aspects inherent to the Pibid context. From the survey of publications on the CAPES Periodicals Portal between 2012 and 2022, dissertations and theses were treated with the technique of content analysis, based on the assumption that continuing education is a necessary condition in the training process throughout the teaching and it is related to a set of training activities, in which teachers get involved in search of their professional and personal development. The works were previously selected according to their content, aiming to answer the research question of this work: How does the theoretical and methodological matrix of Pibid, as a public policy for initial training, indicate elements for the continuing education of chemistry teachers? From this analysis, the following principles emerged: dialogicity and collective work; protagonism in training processes; discursive production; autonomy and decision-making; research. We observed that the importance of Pibid goes beyond initial training, since the dialogue between undergraduates and supervising professors enables the updating of theoretical content and improvement in the pedagogical practice of the latter, also allowing reflection on the teaching practice that reverberates in the construction of the teaching identity as well as the quality of teaching. Considering all these contributions, it became evident that Pibid achieves the objectives set out in the legal documents and its actions are effective to improve the teaching practices of supervising teachers, the teaching of Chemistry in partner public schools, and the appreciation of the teaching profession.