Formação acadêmica e atuação profissional na docência no ensino superior de egressos de licenciatura em química da UEPG

Abstract

In view of the great importance of Teacher Education, this research aims to understand the following question: what are the trajectories undertaken by graduates of the Chemistry Degree Course at UEPG who work or have worked in teaching in higher education? Our research is exploratory and descriptive, with the objective of identifying the predominant areas of academic training and professional teaching in higher education and relating academic training to the field of professional practice. We sought in Pierre Bourdieu the foundations to understand the trajectory of an individual, his or her paths and choices within an academic and professional field. We selected the Lattes résumés to form the corpus of our research, considering 50 graduates of the course from 1998 to 2018. The data analysis methodology was based on Lawrence Bardin's Content Analysis, and our data collection was based on the registration units of the Lattes resumes. The period analyzed in the curricula was from 1994 (beginning of the course for the first class) to 2019 (the year we conducted the search of the Lattes curricula). The results indicated that the academic trajectories of the graduates of the Chemistry degree course at UEPG followed courses predominantly in chemistry, thus making the incorporated and institutionalized cultural capital strongly anchored in the area of chemistry. We identified the institutions in which the academic courses were taken, the conditions under which they were taken (with or without scholarships), with the lato sensu courses tending to be taken at private institutions, while the stricto sensu courses were taken at public institutions and with the support of scholarships. The professional trajectory of the graduates in teaching in higher education was mostly in public institutions, with the graduates having been hired through public competitive examinations, working in various courses and at various levels of education, as well as in research, mostly focused on the area of chemistry. We concluded that the predominant area of academic training and performance in higher education was the Chemistry area. We also concluded that it is necessary to take a closer look at the disciplines offered in the course, since training a teacher goes far beyond mastering the content.