<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052024000100194</article-id>
<article-id pub-id-type="doi">10.12957/teias.2024.75993</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ESTUDO DO CURRÍCULO NA FORMAÇÃO INICIAL DE PROFESSORES DE QUÍMICA DA UFJF]]></article-title>
<article-title xml:lang="en"><![CDATA[THE CURRICULUM IN THE INITIAL TRAINING OF CHEMISTRY TEACHERS AT THE UFJF]]></article-title>
<article-title xml:lang="es"><![CDATA[EL CURRÍCULO EN LA FORMACIÓN INICIAL DE PROFESORES DE QUÍMICA EN LA UFJF]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aragão]]></surname>
<given-names><![CDATA[Priscilla Lúcia Cerqueira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Afonso]]></surname>
<given-names><![CDATA[Andréia Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Juiz de Fora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Juiz de Fora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>25</volume>
<numero>76</numero>
<fpage>194</fpage>
<lpage>207</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052024000100194&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052024000100194&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052024000100194&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O currículo é parte essencial do processo de ensino e de aprendizagem e, por isso, deve ter suas bases fundamentadas durante sua elaboração e aplicação. A fundamentação, as concepções e teorias das quais os currículos escolares estão imbuídos, interferem na prática docente. Dessa forma, é na formação inicial que os licenciandos devem encontrar espaços para refletir, discutir e pensar em propostas curriculares que se articulem com as demandas das instituições escolares. Para investigar quais são esses espaços, analisamos as disciplinas que apresentam indícios de que o estudo, a reflexão e a discussão sobre currículo podem acontecer e averiguamos como se consolidaram ao longo das reformas curriculares. Para isso, realizamos uma pesquisa qualitativa, tendo como objeto de estudo, os fluxogramas, ementas e conteúdos das disciplinas dos cursos presenciais de licenciatura em química da Universidade Federal de Juiz de Fora. Os resultados apontaram que no decorrer dos anos, houve disciplinas com potencial para o estudo do currículo, contudo, apenas uma se dedica exclusivamente ao estudo desse documento. Esses dados indicam que é preciso ampliar os espaços para o estudo dos currículos da educação básica, assim como para a construção dos saberes curriculares dos licenciandos em química.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The curriculum is an essential part of the teaching and learning process and, therefore, must have its foundations founded during its elaboration and application. This foundation and the conceptions and theories, which school curricula are imbued with, interfere with teaching practice. Thus, it is in initial training that undergraduates must find spaces to reflect, discuss and think about curricular proposals that are articulated with the demands of school institutions. In order to investigate what these spaces are, we analyzed the disciplines that show signs that the study, reflection and discussion about the curriculum can happen and we found out how they were consolidated throughout the curricular reforms. For this, we carried out a qualitative research, having as object of study, the flowcharts, menus and contents of the disciplines of the presential courses of degree in chemistry of the Federal University of Juiz de Fora. The results showed that over the years, there were disciplines with potential for the study of the curriculum, however only one is dedicated exclusively to the study of this document. These data indicate that it is necessary to expand the spaces for the study of basic education curricula, as well as for the construction of curricular knowledge of chemistry graduates.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El currículo es parte esencial del proceso de enseñanza y aprendizaje y, por tanto, debe tener sus fundamentos fundamentados durante su elaboración y aplicación. Este fundamento y las concepciones y teorías que impregnan los currículos escolares interfieren en la práctica docente. Así, es en la formación inicial que los estudiantes de grado deben encontrar espacios para reflexionar, discutir y pensar propuestas curriculares que se articulen con las demandas de las instituciones escolares. Para indagar cuáles son estos espacios, analizamos las disciplinas que muestran indicios de que el estudio, la reflexión y la discusión sobre el currículo pueden ocurrir y averiguamos cómo se consolidaron a lo largo de las reformas curriculares. Para ello, realizamos una investigación cualitativa, teniendo como objeto de estudio, los diagramas de flujo, menús y contenidos de las disciplinas de los cursos presenciales de licenciatura en química de la Universidad Federal de Juiz de Fora. Los resultados mostraron que, a lo largo de los años, existieron disciplinas con potencial para el estudio del currículo, sin embargo, solo una se dedica exclusivamente al estudio de este documento. Estos datos indican que es necesario ampliar los espacios para el estudio de los currículos de la educación básica, así como para la construcción del saber curricular de los egresados de química.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[formação inicial de professores]]></kwd>
<kwd lng="pt"><![CDATA[química]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[initial teacher education]]></kwd>
<kwd lng="en"><![CDATA[chemistry]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[formación inicial del profesorado]]></kwd>
<kwd lng="es"><![CDATA[química]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
