O componente curricular química na educação profissional de nível médio em Institutos Federais no estado do Rio Grande do Sul: percepções sobre o ensino de química nesse contexto

Abstract

Professional Education has a century-old history in Brazil. During this period, structural and nomenclature changes occured, but the objective Professional Education has always been about forming technical professionals. Chemistry has the privilege of contributing to professional training in various courses that have this science as technical training. However, courses that are not linked to area of Chemistry have the discipline of Chemistry or what we can call here secondary school Chemistry (or General Chemistry). The research proposal is guided by the following problem: “How do student and teacher perceptions show on the Teaching of Chemistry in secondary-level professional training in Institutes Federal in the state of RS?” The general objective of the proposal is to understand the role of teaching Chemistry in professional and technological training at secondary level in Institutes Federal in the state of RS. The research carried out was based on the approach qualitative, as to its purpose, the investigation is characterized by being a strategic basic research. Regarding its technique, it is an exploratory research in case study format. The methodology was divided into three moments: Analysis of PPC, systematic review and interviews with teachers and students, this being last in focus group format. After the analyses, three categories were created for the information to be organized: 1) Teachers’ views on teaching Chemistry in IF; 2) Students’ perception of learning in Chemistry; 3) Teaching of Chemistry in IF. The conclusions found were: Curriculum construction in IF is not a collective construction. IFFar is the IF with the best value for teaching Chemistry in general education compared to other IFs in RS. The number of theses and dissertations that address the teaching of Chemistry in IF in Brazil is small. Teachers and students do not understand the proposal on secondary-level professional education, with students having different reasons for choosing the course to attend. There is a perceived need to require pedagogical training and subjects that focus on interpersonal relationships. There is a need to standardize practical classes in Chemistry in IF and to create discussion groups on the teaching of Chemistry in IF.