<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792021000300315</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v17i46.8652</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[&#8220;SER PROFESSOR DE QUÍMICA É&#8221;: PERCEPÇÕES SOBRE DOCÊNCIA E O SEU PAPEL SOCIAL]]></article-title>
<article-title xml:lang="en"><![CDATA["BEING A CHEMISTRY TEACHER IS": PERCEPTIONS ABOUT TEACHING AND ITS SOCIAL ROLE]]></article-title>
<article-title xml:lang="es"><![CDATA["SER PROFESOR DE QUÍMICA ES": PERCEPCIONES SOBRE LA ENSEÑANZA Y SU PAPEL SOCIAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bortolai]]></surname>
<given-names><![CDATA[Michele Marcelo Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Rafaela dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dutra-Pereira]]></surname>
<given-names><![CDATA[Franklin Kaic]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Recôncavo da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<numero>46</numero>
<fpage>315</fpage>
<lpage>333</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792021000300315&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792021000300315&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792021000300315&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A interface dialógica entre a universidade e as escolas de Educação Básica é um espaço-tempo investigativo privilegiado para a formação docente. É neste campo inter relacional que acontece a necessária fusão entre os construtos do conhecimento acadêmico e o universo escolar, pois é no contato entre os pares que os licenciandos se identificam e se reconhecem como profissionais do ensino. Em face ao exposto, apresentamos neste artigo os resultados de uma pesquisa sobre Ser professor de Química realizada com sete estudantes de um curso de licenciatura de uma universidade baiana. O grupo investigado respondeu ao questionamento sobre Ser professor de Química, trazendo suas justificativas. As expressões elencadas foram submetidas à aplicação Web WordClouds, para criação da nuvem de palavras, evidenciando as evocações mais expressivas. O resultado obtido evidenciou os termos Conhecimento, Ensino, Ciência e Autonomia. Conforme Bardin, realizamos a análise de conteúdo das justificativas de todos os termos elencados pelos licenciandos emergindo as categorias Ciência e Sociedade, Ambiente físico e Profissionalização. Dos resultados encontrados podemos concluir que este grupo percebe a importância da formação pedagógica realizada no intercâmbio entre a universidade e a escola caracterizando o papel social da docência e da profissionalização docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La interfaz dialogical entre la universidad y las escuelas de educación básica es un espacio de investigación privilegiado para la educación del profesorado. Es en este campo interrelacional donde se lleva a cabo la necesaria fusión entre las construcciones del conocimiento académico y el universo escolar, porque es en el contacto entre compañeros donde los estudiantes se identifican y se reconocen como profesionales de la enseñanza. En vista de lo anterior, presentamos en este artículo los resultados de una investigación sobre ser profesor de Química realizada con siete estudiantes de un curso de licenciatura en una Universidad de Bahía. El grupo investigado respondió a la pregunta sobre ser profesor de química, aportando sus justificaciones. Las expresiones que se enviaron a la aplicación Web WordClouds para crear la palabra nube, lo que evidencia las evocaciones más expresivas. El resultado mostró los términos Conocimiento, Enseñanza, Ciencia y Autonomía. Según Bardin, realizamos el análisis de contenidos de las justificaciones de todos los términos enumerados por los graduados que surjan las categorías Ciencia y Sociedad, Medio Físico y Profesionalización. De los resultados encontrados podemos concluir que este grupo percibe la importancia de la formación pedagógica realizada en el intercambio entre la universidad y la escuela caracterizando el papel social de la enseñanza y la profesionalización del profesorado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação química]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Ser professor é]]></kwd>
<kwd lng="en"><![CDATA[Chemical education]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Being a teacher is.]]></kwd>
<kwd lng="es"><![CDATA[Educación química]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Ser profesor es.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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