Resumo

BORTOLAI, Michele Marcelo Silva; LIMA, Rafaela dos Santos  e  DUTRA-PEREIRA, Franklin Kaic. "BEING A CHEMISTRY TEACHER IS": PERCEPTIONS ABOUT TEACHING AND ITS SOCIAL ROLE. Práx. Educ. [online]. 2021, vol.17, n.46, pp.315-333.  Epub 24-Dez-2021. ISSN 2178-2679.  https://doi.org/10.22481/praxisedu.v17i46.8652.

The dialogical interface between the university and the Basic Education schools is a privileged investigative space-time for teacher training. It is in this inter-relational field that the necessary fusion between the constructs of academic knowledge and the school universe takes place, as it is in the contact between peers that undergraduate students identify and recognize themselves as teaching professionals. In light of the above, in this article we present the results of a research on Being a Chemistry teacher carried out with seven students from a degree course at a Bahian university. The

investigated group answered the question about Being a Chemistry teacher, providing their justifications. The listed expressions were submitted to the WordClouds Web application, to create the word cloud, showing the most expressive evocations. The result obtained evidenced the terms Knowledge, Teaching, Science and Autonomy. According to Bardin, we carried out a content analysis of the justifications for all the terms listed by the licensors, emerging the categories Science and Society, Physical Environment and Professionalization. From the results found, we can conclude that this group perceives the importance of the pedagogical training carried out in the exchange between the university and the school, characterizing the social role of teaching and teacher professionalization.

Palavras-chave : Chemical education; Teacher training; Being a teacher is..

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