Um olhar sobre a inovação na formação de professores de química da Universidade Federal de Pelotas/RS

Abstract

Investigations in the field of Chemistry Education have offered little discussion regarding themes such as innovation in teacher education. Although the concept of innovation has been debated in different fields of knowledge, it still requires a deeper and more updated understanding, given the variety of conceptualizations that mobilize distinct interpretations and reveal research gaps within the context of Chemistry teacher education. In this sense, the present study aims to understand how innovation manifests itself within the formative spaces of teachers and students of the Chemistry Teaching Degree Program at the Federal University of Pelotas (UFPel). The research adopts a qualitative approach and is characterized as a case study conducted within the Chemistry Teaching Degree Program at UFPel. Discursive Textual Analysis was employed for data analysis, based on the construction of a corpus composed of: official documents that guide the program; syllabi of specific courses in Chemistry and in the Teaching area related to Chemistry; teaching, research, and extension projects; interviews with faculty members; and questionnaires applied to students in the program. From the analysis of this corpus, the emerging categories highlight innovation from several perspectives: curricular; pedagogical; professional—regarding formative and performance aspects; scientific and technological—related to the production and dissemination of knowledge in Science/Chemistry; cultural and environmental relations; social transformation; understanding of the concept of innovation; dimensions of teaching and research in Chemistry; and the challenges of innovation in Chemistry teacher education. The conception of innovation was found to go beyond the mere production of new knowledge, being situated within the context and relationships between the university and society. It reveals an articulation among teaching, research, and extension as spaces of dialogue between professional, academic, and social knowledge. From the categories identified, we argue that innovation takes shape through a complex set of elements that constitute Chemistry teacher education. In this sense, the thesis is structured around the identification of parameters that point to possible pathways for innovation in teacher education, while also highlighting the challenges inherent in this process. Among these parameters stand out: curricular organization; methodological approaches; production and use of instructional materials; incorporation of educational technologies; assessment processes; appreciation of professional knowledge; the demands of contemporary teaching; and institutional management. These elements have the potential to enhance the innovative character of teacher education, fostering professional development aligned with the ongoing scientific and technological transformations of the contemporary world.