Identidade em trânsito: a pesquisa nas licenciaturas em química dos Institutos Federais de Goiás

• Ano de defesa: 2015
• Autor(a) principal: Mota, Rejane Dias Pereira
• Orientador(a): Mesquita, Nyuara Araújo da Silva
• Banca de defesa: Mesquita, Nyuara Araújo da Silva, Vitorette, Jacqueline Maria Barbosa, Rosa, Dalva Eterna Gonçalves, Pessoa, Jadir de Morais, Soares, Márlon 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 Química (IQ)
• Departamento: Instituto de Química - IQ (RG)
• País: Brasil
• Palavras-chave em Português: Instituto Federal; Licenciatura em química; Formação pela pesquisa; Projeto pedagógico de curso; Bourdieu
• Palavras-chave em Inglês: Federal Institute; Degree in chemistry; Training through research; Teaching course project; Bourdieu
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::QUIMICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/5409

An alternative of the Federal Government to increase the supply of graduate courses was to establish that all Federal Institutes (IF) must ensure at least 20 % of their places for teacher training courses. This is a new perspective to the IF that have established themselves as institutions historically guided the technical and technological education. In the state of Goias, it was created under the federal institutes, ten Bachelor of Chemistry from 2008 to 2012 to meet a demand for chemistry teachers. We seek the outline of the research developed by former teachers of these courses to investigate the process of creation and imposition of graduate in Chemistry at the Federal Institute of Science and Technology of Goias (IFG). The data analysis was to document information from both the educational degree projects in question registered research projects and developed by teachers in their institutions. We use praxiological method of Pierre Bourdieu to guide our discussions. During the analysis we identified that most research is done in the specific area of chemistry courses and realized as an area of dispute fields, between fields of knowledge and chemical knowledge in Chemist in Chemistry Teaching. In addition, technological habitus holds in pedagogical proposals that guide these courses. This perspective allows us to infer that the policy creation and expansion of higher education, specifically in the undergraduate chemistry at the IF context, were accepted and implemented through legislation, however, the created courses not yet established with profile identity of teacher training courses.