Formação docente na pós-graduação em química: contradições e possibilidades

Abstract

This dissertation investigated how Graduate Programs (PPGs) in Chemistry in Brazil contribute to teacher education for higher education teaching, with a focus on the knowledge required for academic teaching practice. The research stemmed from the observation that pedagogical training is still largely neglected in most programs, which tend to prioritize a logic centered on scientific excellence and productivity (Nobre; Freitas, 2017). A qualitative approach was adopted, using as sources the document analysis of high-ranking graduate programs, the application of reflective questionnaires to faculty and graduate students, and the systematization of formative possibilities based on both empirical data and theoretical references from the field. The results indicate that, although there are some isolated actions - such as the Teaching Practicum and a few optional pedagogical courses - teacher education remains secondary and disconnected from the core structure of graduate studies. Both faculty and students report imbalances between training for research and training for teaching, as well as institutional contradictions regarding the true goals of graduate education. In response, the dissertation proposes a set of formative possibilities, including the implementation of mandatory courses focused on Chemistry teaching, the expansion of outreach activities with formative potential, the enhancement of the Teaching Practicum, and encouragement of participation in pedagogically oriented scientific events. It concludes that there is an urgent need to intentionally and structurally integrate the pedagogical dimension into the training provided by Chemistry graduate programs, in order to prepare critical, reflective educators committed to the transformation of higher education.