Análise ao PPC dos cursos superiores em química do Paraná, quanto a preparação pedagógica dos respectivos futuros professores de química

Abstract

This study analyzed the Pedagogical Course Projects (PPCs) of Chemistry Teaching Degree and Bachelor’s Degree programs offered by public and private institutions in the state of Paraná, aiming to understand how these documents structure the pedagogical training and academic-pedagogical management of future professionals in the field, in accordance with the National Curriculum Guidelines (DCNs) and current legislation. The research revealed significant variations in the workload allocated to components such as supervised internships, pedagogical subjects, technical training, complementary activities, and extension. These differences reflect distinct formative conceptions and institutional priorities, although they occur within legal parameters that ensure the minimum quality of education. The predominance of Teaching Degree programs over Bachelor's programs, especially in public institutions, indicates a focus on training teachers for basic education, responding to the social and educational demands of the state. Academic-pedagogical management is generally aligned with the DCNs, with integrative approaches between theory and practice. However, some weaknesses were identified, such as the lack of clear information in certain PPCs especially from private institutions and the limited availability of distance education courses. It is concluded that the institutions analyzed demonstrate a commitment to quality teacher education, although challenges remain regarding accessibility, transparency, and curricular flexibility.