Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Ramos, Rogério Daniel Pereira
 |
| Orientador(a): |
Soares, Márlon Herbert Flora Barbosa
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| Banca de defesa: |
Soares, Márlon Herbert Flora Barbosa,
Mello, Irene Cristina,
Rosa, Dalva Eterna Gonçalves,
Mesquita, Nyuara Araújo da Silva,
Furtado, Wagner Wilson |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
Programa de Pós-graduação em Química (IQ)
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| Departamento: |
Instituto de Química - IQ (RG)
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/5585
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Resumo: |
This research aims to promote discussion on how to give process chemistry teacher training in the degree course in Chemistry offered by the State University of Goiás, Campus of Exact Sciences and Technology based in the city of Anápolis/GO. Seeks to answer the question: How to overcome the weaknesses of the training course in Chemistry Bachelor of UEG, with research as guiding axis of training practices? The thesis contained is that the adoption of collaborative action research as a guiding axis of training practices adopted by teacher educators can facilitate the construction of the identity of course. To develop this work, we studied the history of construction of the UEG, basic education, higher education, initial and continuing education of chemistry teachers and initial chemistry teacher education from the perspective of collaborative action research which make up the theoretical framework that supports this research. In terms of methodology, there were five meetings with five students from the 7th and 8th periods of the degree course in Chemistry of UEG, using the technique of focus group. The speeches of the participants were recorded, transcribed and cut episodes and transformed into data from the qualitative discourse analysis. For the chemistry high school teacher graduates of UEG and the trainers of teachers degree course in Chemistry questionnaires were applied. The method used to carry out the analysis of the data was the Textual Analysis Discourse. From the analysis of the data obtained in the three stages of the research was to identify a mismatch between the practices of teachers of specific subjects and pedagogical disciplines of the course , showing a course with bachelor's characteristics due to the formation of most teacher educators , resulting thus the gathering of several aspects that hinder the construction of the identity of the course aimed to train chemistry teachers to work in basic education. |
