As contribuições dos Institutos Federais na Formação Inicial de Professores de Química: limites e potencialidades

Abstract

This study delves into the significant role of Federal Institutes in the formation of chemistry professionals, especially the formation of chemistry teachers in Brazil. It conducts a comprehensive historical analysis of professional and technical education from 1909 to the present day, mapping the evolutionary trajectory of instruction methods, beginning with the establishment of the first technical and federal schools for Apprentice Artificer and culminating with the enactment of Law N. 11.892 in 2008, which prefigured the inception of Federal Institutes of Science and Technology Education. Using stored data on the e-MEC and INEP platforms, the study evaluated and compares the educational programs for aspiring chemistry professionals and teachers by Federal Institutes and public Universities across Brazil. The findings revealed that Federal Institutes contribute significantly, offering 30% of the total programs for chemistry professionals (encompassing teacher and bachelor's degree) and hosting 34% of vacancies in chemistry degrees, a surge observed particularly within the last 15 years. It can still be seen that this increase in vacancies has occurred over the last 15 years. Additionally, the research examines the flow of educational progression, analyzing the ratio of enrollments to graduates over the 5-year period. Federal Institutes exhibits an average graduate ratio of 25%, overpassing that of public universities. This indicate their commendable performance in providing vacancies and training flows, compared to Public Universities. While Federal Institutes have made notable steps in quantity, the study delves into their efforts toward aligning with quality benchmarks outlined in the Pedagogical Political Projects, particularly addressing Resolution CNE/CP N. 2 of July 1, 2015. It acknowledges the Institutes' progression in meeting stipulated hour requirements and delineating training axes. However, it also points out areas necessitating improvement, such as a predominant inclination towards technical training in chemistry degree courses leading to a bachelor's degree, potentially needing a restructuration of pedagogical formation axes to meet the specified hour/subject criteria more uniformly. In conclusion, further enforces are essential in terms of pedagogical formation axis, because some cases evaluated did not reach the necessary number of hours/subjects. Regarding Teaching Practice, it is imperative to rectify the distribution of subjects and refine the execution of this training axis. This facet holds significant importance in shaping the interactions and actions between students and teachers.