Initial training of teachers of chemistry thought from assumptions of educating for research

Abstract

This paper discusses the initial training of teachers of Chemistry from the construction of study situations where some assumptions of education through research were considered. As a refl ection instrument, we used the narratives produced by participants undergraduates, at least two years, the Programa Institucional de Bolsa de Iniciação à Docência (Pibid) in Chemistry, a public university located in Southern Bahia, Brazil. We considered authors point out that the narratives as forming subjects in training and also the importance of collective research in the apprehension of the teaching establishment for the analysis and discussion of our fi ndings. The narratives, considered the corpus of the study, were analyzed in the light of Discursive Textual Analysis (DTA) and point the school environment as a construction site of an investigative attitude and the importance of collective work in the constitution of the future teacher and during his initial training. The latter is seen with some gaps for undergraduates, even due to fragmentation in the training along the course. However, the program allows us to think about alternatives to teacher training and the opportunity to (re)consider aspects of the undergraduate programs described in the literature for years and to contribute to new possibilities of interaction between university and the school.

Keywords: Chemistry teacher training, educating for research, Pibid.