Capital preponderante em cursos de licenciatura em química no Brasil: relação entrE Bourdieu e a formação da identidade formativa

• Ano de defesa: 2023
• Autor(a) principal: Silva, Kenia Cristina Moura de Oliveira
• Orientador(a): Mesquita, Nyuara Araújo da Silva
• Banca de defesa: Mesquita, Nyuara Araújo Da Silva, Echeverria, Agustina Rosa, Kasseboehmer, Ana Cláudia, Freire, Leila Inês Follmann, Soares, Marlon Herbert Flora Barbosa
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
• Departamento: Pró-Reitoria de Pós-graduação (PRPG)
• País: Brasil
• Palavras-chave em Português: Identidade formativa; Capital científico; Formação de professores de química; Projeto pedagógico de curso
• Palavras-chave em Inglês: Formative identity; Scientific capital; Training of chemistry teachers; Pedagogical course project
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/13386

This research aims to analyze the predominant capital in undergraduate courses in chemistry in Brazil, from the Pedagogical Projects of Course and its interrelation with the Formative Identity of each course analyzed. It is intended to investigate which epistemic relationships are explained in the Pedagogical Projects of Course that characterize this capital and that contribute to the formation of identity in the subfield of Chemistry Teacher Training. Thus, the aim of the work is to promote discussions and reflections in relation to the points mentioned in the Brazilian educational field. For this, the methodological principles of research in Bourdieu are considered and Discursive Textual Analysis is used as a data analysis technique. In this research, 14 (fourteen) Pedagogical Projects of Course and their respective curricular matrices were analyzed, as well as the lattes curriculum of teachers of disciplines related to chemistry and chemistry teaching of these same courses. The courses analyzed are from public institutions distributed among Federal Universities, State Universities and Federal Institutes. It was noticed that the Chemistry Teacher Training subfield is characterized by the most evident capital related to the scientific technological field and not necessarily to the pedagogical field.