Vestibular, Programa de Aprofundamento de Estudos e a prática do professor de Química em Minas Gerais: percepções, análise e reflexões

• Ano de defesa: 2014
• Autor(a) principal: Silva, Rosa Maria Segalla
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Química; Ciências Exatas e da Terra; UFU
• Palavras-chave em Português: Programa Aprofundamento de Estudos; Ensino de química; Estratégia didática; Processo seletivo; Ensino médio; Prática docente; Química (Ensino médio) - Estudo e ensino; Deepening Program of Studies; Chemistry teaching; Teaching strategy; Selection process; High school; Teaching practice; CNPQ::CIENCIAS EXATAS E DA TERRA::QUIMICA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/17423; https://doi.org/10.14393/ufu.di.2014.363

This study aims to understand the influence of selection processes for entry to Higher Education Institutions (HEIs) on the teaching practice in Basic Education programs. Therefore, we use the methodology of phenomenological nature. For building data, we conducted semi-structured interviews with teachers, the transcription of audio taped interviews, and document analysis from the documents provided by the school, the Regional Superintendent of Education of Uberlândia - MG, and those drawn from the information portals of Department of Education of the State of Minas Gerais which discuss the Advancement of Studies, a program that, among other goals, aims to mainly prepare the student for selection processes. From the data analysis, it was possible to conclude that the teacher\'s pedagogic practice of Basic Education is exaggeratedly influenced by selective processes of HEI programs because, in practice, the teacher gives greater emphasis on preparing the student for success in such processes, as opposed to a practice that aims to train the student to effectively play its role as a citizen in your community. Thus, we could confirm the propositions of scholars who point out that high school is not an end in itself, but is introductory. We believe that the necessary changes pervade political and socio-cultural issues and need to occur in various areas of management education in the country. Carried out, these changes reflected in the Basic Education and therefore in the classroom, providing advances in educational processes, new organizational structures that support the practice of the teacher in accordance with the most legitimate aspirations that justify the existence of areas of education.