Reformas educacionais e a formação inicial de professores: em foco a Licenciatura em Química da UFBA

Abstract

The training of Chemistry teacher training in Brazil has historically been marked by the 3+1 model, model, which did not provide a solid experience of theoretical discussions in education. Currently, educational reforms, such as the High School Reform, the National Common National Common Curriculum (BNCC) and the BNC-Formação reinforce training based on competencies, meritocracy and entrepreneurship, in line with capitalist demands. In 2007, the Chemistry degree course at the Federal University of Bahia (UFBA) restructured its curriculum, emphasizing the the Practical Dimension, articulating the history and philosophy of social being, Education and Science, in order to tackle the theoretical emptying of teacher training. However, the course is threatened by the current education reforms, which tend to downgrade the theoretical training of teachers and the basic education curriculum. In view of the above, we sought to unveil the problem: How have the current reforms of secondary education and their link with the BNCC and BNC-Formation been implemented in the Practical Dimension of the curriculum, in the Chemistry Pedagogical Praxis and Supervised Internship components of Ufba's Chemistry degree course? The main aim of this thesis is to understand whether and how the BNCC and BNC-Formação have had an impact on curricular components in the initial training of chemistry undergraduates at Ufba. The research is based on historical-dialectical materialism, and the locus of the research is Ufba, specifically the daytime and evening Chemistry degree courses. The instruments used to collect the data were observation of classes on the courses, questionnaires and interviews with undergraduates. The research showed that the BNCC has been discussed in curricular components of the Chemistry degree course at Ufba, both critically and with resistance. This resistance has allowed graduates at the end of the course to develop a critical view of the document, identifying its alignment with neoliberal tendencies and its limitations for promoting transformative educational practices, with an ominilateral perspective. On the other hand, undergraduates at the start of the course tend to understand the BNCC in a more superficial way, influenced by official speeches highlighting a supposed improvement in educational quality; however, this understanding changes during the course. The Chemistry degree course at Ufba, mainly through the Practical Dimension of the curriculum and the Chemistry Didactics and Pedagogical Praxis and Internship components, continues to maintain a teacher training perspective that breaks with the 3+1 model, It is an example of resistance to the theoretical downgrading of teacher training and basic education, and supports a curriculum with a predominantly materialist and historical conception of the world, human beings, science and education, facing the theoretical retreat in teacher training and committing itself to training from an omnilateral perspective.