Compreensões acerca da formação inicial de professores de química: uma revisão bibliográfica

Abstract

The present work is related to a course conclusion paper whose theme is the initial formation of chemistry teachers. Historical aspects of this context report that future teachers leave their undergraduate with fears to work as a teacher in the classroom. Therefore, it is necessary to qualify the stages of initial formation and, therefore, it was considered important to know more about such context. To this end, a mapping was carried out with the events of the area of teaching: Meeting of Debates on Chemistry Teaching (EDEQ), National Meeting of Chemistry Teaching (ENEQ) and National Meeting on Research in Science Education (ENPEC) between 2015 to 2019. The search resulted in 66 works on the subject of initial education which were categorized according to a priori categories pointed out in the literature, namely: Initial Education, Identity and Teacher Professionalization and Pedagogical Practices. The results indicate the need for a better preparation and a plural formation that involves the reality in the classroom, its daily life, preparing it for different realities.