O Programa Residência Pedagógica na formação inicial de professores de química na cidade de Marabá-PA, Amazônia Oriental

Abstract

The early school years have a great role in the formation of knowledge of children and adolescents; however, this knowledge is limited only to what is considered relevant for a system that was created so that the individual does not develop his own critical thinking. The presence of a decontextualized teaching is quite frequent in schools, which does not have a look at the reality of the student, making it difficult to absorb knowledge, understand the information provided and in which context the student will take advantage of what has been learned. In addition, decontextualized teaching makes it impossible for the student to be able to debate issues related to the use of technology, advances in science and how they impact everyone's lives. Since there is a need to reflect, discuss and apply new ideas in relation to the way of educating, the importance of the CTS/CTSA Movement/Approach is highlighted as a very promising possibility, as it involves teachers and students in democratic discussions about important aspects. that are linked to both science and technology, which is present in everyone's lives, influences society and has consequences for the environment. In addition, concepts related to the Reflective Teacher can help to better develop science/chemistry education and teaching. In view of the above, the present work reports the experiences lived in the Pedagogical Residency Program (PRP), focusing on the activities developed with first-year classes, at the Plinio Pinheiro State High School, located in the Núcleo da Marabá Pioneira, Pará, Amazon Oriental, this being the only public high school in that part of the city. We sought to present the facilities and resources that the institution has and also to evaluate the effect of the insertion of the PRP in the initial training of undergraduates in chemistry, interconnecting it mainly with the CTS/CTSA Movement/Approach, and how it can be used as a tool to improve the teaching-learning process, discuss the relationship between the university and public schools in the region, methodologies and dynamics used, and also make use of the Reflexive Professor's conceptions. Several complexities were encountered. It is common knowledge that there is still a long way to go. Nevertheless, by exercising the contextualization process, through the CTS/CTSA Movement/Approach and the Reflective Teacher's conceptions, it becomes possible to discuss the process of initial teacher training, and one can reach the resolution of some of these complexities, such as: lack of interest in the study of science-chemistry, dropout in schools, nonapplication of knowledge and concepts of science-chemistry by students, among others. This study showed that the Pedagogical Residency Program is of paramount importance for the training of chemistry graduates, but that there is still a need for a closer approximation of the theories that involve the CTS/CTSA Movement/Approach and the conceptions of the Reflective Teacher, which are essential perspectives. to work on scientific knowledge in public schools.