Formação de professores no curso de licenciatura em Química IFMT/UAB : uma análise no contexto das atuais políticas educacionais

• Ano de defesa: 2013
• Autor(a) principal: Alencar, Francislene Lúcia de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Formação de professores de química; Políticas educacionais; Educação a distância; IFMT/UAB; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Graduation of teachers of chemistry; Educational policies; Distance education
• Link de acesso: http://ri.ufmt.br/handle/1/944

In the context of democratization of education was introduced Decree n˚5.622/2005 that seeks to expand the possibilities of use of Distance Education - Distance Learning (DL) - at various levels and types of education: basic education, youth and adult education, special education (respected specific relevant legal) professional education and higher education (including courses of post-graduate studies). In scenario valuation of distance education were created new locus of teacher education such as the Open University of Brazil (UAB) that incorporates actions taken by Federal Education, Science and Technology (IF). The main scope of the UAB is to enable the expansion of higher education under the Education Development Plan. For IF the task of promoting the training of teachers is a major challenge, since historically these institutions acted in technological education and therefore have no experience in teacher education. This challenge is further complicated when one considers that DL demand new forms of organization and curriculum development requiring a variety of actors to carry it. This research seeks to understand how the interaction occurs and interactivity between actors involved in the web of relationships necessary for developing the curriculum of the Bachelor's Degree in Chemistry offered by the Federal Institute of Education, Science and Technology of Mato Grosso (IFMT) in polo Primavera do Leste. In this perspective, we sought to provide answers to the following questions: What is the role assigned to UAB in the context of current policies for teacher training in chemistry? As the curriculum is organized and developed in the degree course in Chemistry offered by IFMT? How is the interaction and interactivity in the development of the Bachelor's Degree in Chemistry? To provide answers to these questions were analyzed data (extracted from official documents, interviews and questionnaires open and closed) for the current study. The research can be characterized as a case study that focuses on teacher training processes through the Virtual Learning Environment. Including 19 subjects were enrolled: 10 licensing tied to that pole, 5 distance tutors, one tutor face polo and one tutoring coordinator. The data indicate that the course represents an opportunity to expand the policy of teacher education, especially in a state like Mato Grosso that is lacking in terms of public institutions of higher education. The training project set up by the course was founded, especially, the principles defended in the world of work. The analysis refers to the understanding that the course occurs in precarious conditions, notably with regard to the implementation of practical classes. The role assigned to tutors induces the erasure of the image of the professor with implications in the process of professionalization of the teaching category. In addition, the deterritorialization of the locus of training of teachers results in the detachment of the political context, social and cultural ambience that characterizes the university.