Articulations of a teaching degree in chemistry and school education and their repercussions on pre-service education

Abstract

Nowadays, the teaching degrees in Chemistry are trying to overcome incipient pre-service education models (pedagogical complementation, short-term degree, etc.) that have failed to adequately respond to the educational demands that involve teaching. Based on this reality, the teaching degree in Chemistry at Faculdade de Filosofia Dom Aureliano Matos, offered by the Universidade Estadual do Ceará has graduated teachers since 2007. This article1 aims to describe a case study focused on the articulations of this teaching degree with the teaching of science/chemistry in basic education, as well as its repercussions on the professional development of its graduates. The official documents that represent and that regulate teacher education in Brazil were submitted to documental research to capture, interpret and characterize the articulations and repercussions through textual discourse analysis. Among many, the following were highlighted: effective promotion of teaching in Science/Chemistry; the offer of extensive pre-service education in this field; preparation and qualification for professional activity, especially in teaching. The official prescription of the course elevates it to the level of pre-service education for teaching. Nonetheless, further analyses are required to verify the convergence between the precepts and the reality experienced in pre-service education, considering the information available in the academic community.