<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602019000400347</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2019v9n4id1018</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[CHALLENGES IN TEACHER TRAINING: students' assessment of the de chemistry licentiate degree course by the IFMT]]></article-title>
<article-title xml:lang="pt"><![CDATA[DESAFIOS NA FORMAÇÃO DE PROFESSORES: avaliação dos estudantes sobre o curso de licenciatura em química em ead do IFMT]]></article-title>
<article-title xml:lang="es"><![CDATA[DESAFÍOS EN LA FORMACIÓN DE DOCENTES: evaluación de los estudiantes sobre la graduación de química en ead del IFMT]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leão]]></surname>
<given-names><![CDATA[Marcelo Franco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Eniz Conceição]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moll]]></surname>
<given-names><![CDATA[Jaqueline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,IFMT  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UNIVATES  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,UFRGS  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>9</volume>
<numero>4</numero>
<fpage>347</fpage>
<lpage>375</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602019000400347&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602019000400347&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602019000400347&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Brazilian education faces many challenges, among which as highlighted in this text, is the need to prepare future teachers with a scientific and humanistic foundation, without neglecting contemporary aspects such as new technologies. The Chemistry Licentiate Degree course offered in the DE modality by the IFMT has contributed towards training teachers of this subject to work in Basic Education. Thus, the objective of this study is to reflect upon the educational conjuncture and identify how the course scholars assess the training process they are receiving. The study is of a descriptive and exploratory survey type from a quantitative approach, that took place during February and March 2017, with 57 course scholars taking part. The data was collected through an electronic form sent via Google Drive that contained 5 Likert scale closed questions to analyze 44 aspects of this training process and its elements. The methodology applied to analyze the collected data was consensus analysis. The results from the calculated scores point that the course meets academic expectations, with the following aspects being best assessed: comprehension of concepts and the effort to perform the activities (such as self-evaluation), selection of the contents covered (referent to the trainers), quality of label information (referent to the VLE), videos (as didactic materials), and questionnaires (as evaluation instruments). The only aspect that received no positive consensus in the assessment were the chats. Therefore, the assessment of the early DE chemistry teacher training is one way of reflecting upon the challenges education faces in contemporary times.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A educação brasileira enfrenta muitos desafios, dentre os quais destaca-se neste texto, a necessidade de preparar os futuros professores com embasamento científico e humanístico, sem descuidar dos aspectos contemporâneos, a exemplo das novas tecnologias. O curso de Licenciatura em Química, ofertado na modalidade EaD pelo IFMT, vem contribuindo com a formação de professores desta disciplina para atuarem na Educação Básica. Assim, o objetivo deste estudo foi refletir sobre a conjuntura educacional e identificar como os acadêmicos do curso avaliam o processo formativo que estão recebendo. O estudo é do tipo levantamento descritivo e exploratório, de abordagem quantitativa, desenvolvido nos meses de fevereiro e março de 2017, cujos participantes foram 57 acadêmicos do curso. Para coletar dados, foi utilizado um formulário eletrônico, via Google Drive, contento 5 questões fechadas em escala Likert para analisar 44 aspectos deste processo formativo e seus elementos envolvidos. A metodologia utilizada para analisar estes dados coletados foi a análise de consenso. Os resultados dos escores calculados apontam que o curso atende as expectativas dos acadêmicos, sendo melhores avaliados os seguintes aspectos: compreensão dos conceitos e empenho na realização das atividades (como auto avaliação), seleção de conteúdos abordados (referente aos formadores), qualidade das informações nos rótulos (referente ao AVA), vídeos (como materiais didáticos) e questionários (como instrumento de avaliação). O único aspecto que não obteve consenso positivo na avaliação foi a realização dos chats. Logo, avaliar o processo de formação inicial de professores de química em EaD é uma maneira de refletir sobre os desafios da educação na contemporaneidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La educación de Brasil ha pasado por muchas dificultades, entre las cuales, en este texto, se destacó la necesidad de preparar a los futuros docentes con antecedentes científicos y humanísticos, así como con aspectos contemporáneos, como las nuevas tecnologías. La Graduación de Química, ofrecida en la modalidad EaD por el IFMT, ha contribuido a la formación de docentes para que puedan trabajar en Educación Básica. Por lo tanto, el objetivo de esta investigación fue reflexionar sobre la conjetura educativa e identificar cómo los estudiantes de la Graduación de Química evalúan su proceso formativo. Este estudio es una encuesta descriptiva y exploratoria, con un enfoque cuantitativo, desarrollada durante los meses de febrero y marzo de 2017, cuyos participantes fueron 57 académicos de la Graduación en Química. Para la recolección de datos, se utilizó un formulario electrónico, con 5 preguntas cerradas en la escala de Likert, para analizar 44 aspectos de este proceso formativo y sus elementos. La metodología utilizada para analizar estos datos fue el análisis de consenso. Los resultados de los puntajes calculados muestran que la Graduación coincide con las expectativas de los académicos, se han evaluado mejor los siguientes aspectos: comprensión de los conceptos y el esfuerzo para llevar a cabo las actividades (como autoevaluación), selección de los contenidos cubiertos (con respecto a los profesores), la calidad de la información en las etiquetas (sobre AVA), videos (materiales didácticos) y cuestionarios (como materiales de evaluación). El único aspecto que no logró ningún consenso positivo en la evaluación fue el de los chats. Por lo tanto, evaluar el proceso de formación inicial de los profesores de química en EaD es una forma de pensar sobre los desafíos de la educación en la contemporaneidad.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Educational context]]></kwd>
<kwd lng="en"><![CDATA[Early training]]></kwd>
<kwd lng="en"><![CDATA[Training process]]></kwd>
<kwd lng="pt"><![CDATA[Contexto educacional]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial]]></kwd>
<kwd lng="pt"><![CDATA[Processo formativo]]></kwd>
<kwd lng="es"><![CDATA[Contexto educativo]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial]]></kwd>
<kwd lng="es"><![CDATA[Proceso formativo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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