O conhecimento nas Diretrizes Curriculares Nacionais de 2015: sua relação com as emendas da Licenciatura em Química da UFTM, campus Uberaba

Abstract

There is a constant reformulation of teacher training courses in Higher Education Institutions in Brazil, in this sense, the normative base documents for this training have a central role in the narratives on the subject, defining attributions and the role of the educator, career enhancement , working conditions, as established in the Resolução do Conselho Nacional de Educação (CNE)/CP no. 2/2015 that presents the Diretrizes Curriculares Nacionais (DCN) for the initial and continued training of Basic Education Teachers. Considering the proposed training process, this research is established around the theme "teacher training curriculum" and "knowledge", followed by the influence of guidelines in the elaboration of these curricula. Thus, more specifically, we intend to understand what knowledge for teaching is shown in the prescribed curriculum of the Degree in Chemistry and dialogues with the DCN published until then. In this sense, we seek to 1) Identify the categories of knowledge base in the syllabi of the disciplines of the Degree in Chemistry, UFTM Universidade Federal do Triângulo Mineiro, campus Uberaba/MG and 2) Analyze the syllabi of the disciplines, indicating the possible challenges, limitations and /or gaps for initial training of Chemistry teachers. In this sense, the present investigation follows a qualitative approach in which the analyzes of the documents of Resolution n.º 2/2015 were carried out through Content Analysis as described by Moraes (1999). From the results obtained after analysis, we were able to observe the knowledge in the curricula that is shown in the national curriculum guidelines through the emerging categories, and thus, it was possible to identify its relationship with the syllabi of the Degree in Chemistry at UFTM, campus Uberaba/MG. In addition, we were able to observe the elements that constitute this resolution and identify the main deliberations in that document about initial training and that were incorporated into the course curriculum. It is expected from the results to promote debates about the initial training of chemistry teachers. In addition, we aim to encourage new research and fruitful discussions towards the improvement of teaching in Higher Education.