Investigação da formação docente de química na educação básica: um estudo aplicado

Abstract

In a general conception, this research carries out a diagnosis in relation to the teaching of chemistry in the basic education network; This was observed from the perspective of the teacher and their respective qualifications, preparation and work methodologies. This is a parameterization regarding, mainly, the teacher training that secondary education is subject to and the minimum amount of qualification required. Dialoguing more specifically with the theme, the next subsection contextualizes the focus of the research. The research objectives are achieved through components of content analysis, diagnosis and improvement proposals, as noted in the paragraphs below. To direct this investigation, a mixed approach was chosen in order to be applied at the respective moments necessary in this investigation. The first moment focuses on the bibliographical review on the topic, seeking to compose authors and other studies of a scientific nature, and, therefore, highlighting what is available in the literature on the problem investigated here. Furthermore, for the second part of the research, data collection was carried out in the field, via questionnaire, which employs a quantitative-qualitative research approach with the aim of investigating the aforementioned problem. Quantitative research allows the collection and analysis of numerical data to identify patterns, relationships and other correlations, being an opportune paradigm for understanding participants' perceptions and opinions. In the specific context of state schools in Barreiros, Pernambuco, investigations revealed additional challenges. The disparity between public and private institutions, evidenced by the ENEM results, highlights the need to evaluate teacher training, as well as the structural conditions and resources available for teaching Chemistry. The lack of adequate laboratories and resources compromises experimental practice, essential for meaningful learning in this discipline. The implications of these findings are vast. It is proposed to implement continuing training programs adapted to the reality of Chemistry teaching. The promotion of pedagogical and interdisciplinary practices, combined with access to technological and experimental resources, are certainly a priority