Podemos ser professoras de química? histórias de vida e experiências formativas das professoras do curso de Licenciatura em Química

Abstract

This study sought to understand how life stories and formative experiences influenced teacher educators of the Chemistry Undergraduate Program at Feira de Santana State University in their decision to pursue teaching. To this end, I adopted a qualitative research approach using the (auto)biographical method, focusing on the life stories of three teacher educators of the Chemistry Undergraduate Program at UEFS, who taught chemistry. Therefore, the research tools used were the questionnaire as field input and the narrative interview. The information collected in the narrative interviews was inspired by Ricoeur's (1976) interpretative-comprehensive analysis. With this in mind, the analyses of the narrative interviews were dialogued along three axes: what the teacher-trainers narrate about their choice to teach Chemistry; about teaching in the area of chemistry education; and the understandings about chemistry teacher training. The theoretical basis was discussed with Pinheiro (2020); Borges (2009); Moreira (2019); Larrosa (2014); Josso (2004); Macedo (2015); Delory-Momberger (2012); Josso (2006), Pineau and Le Grand (2012); Delory-Momberger (2006); Dal’Igna (2023) and Cunha (2010); Pimenta (1996), Tardif (2005) and Cunha (2010); Gauche et al (2008); Nóvoa et al (1999) and Gatti et al (2019). It was concluded that the life stories and formative experiences of the teacher-trainers influenced the choice of teaching in the area of chemistry teaching through lifelong experiences. The research presented values dialogue on chemistry teacher training, urging universities, schools, and prospective teachers to reflect on their own paths, their choices, and the meanings they attribute to chemistry teaching as a way to redefine it. This study also highlighted the importance of recognizing unique itineraries and reaffirmed the urgency of rethinking chemistry teacher training. Therefore, this research aims to promote dialogue about chemistry teacher training, inviting universities, schools, and prospective teachers to reflect on their own paths, choices, and the meanings they attribute to chemistry teaching as a way to reframe it. Thus, the life stories and formative experiences of teacher educators are central aspects of the re-signification of teaching and the choice to teach in chemistry.