Histórias orais de educadores: narrativas de como me tornei docente e necessidades formativas

Abstract

Teaching professionals in the 21st century must understand, in addition to scientific knowledge in their area, several other subjects that need skills within the classroom, such as: management, clarity in communication, continuous training in the didactic, pedagogical and methodological approach to how to teach curriculum content, as well as evaluate and reflect around their craft. Given the above, it should not be forgotten that many primary education professionals also contribute to initial teacher training, since they are the gateway for graduates to experience the school reality during Supervised Internship disciplines. Therefore, the research aimed to know oral histories of teachers who supervise internships in a degree course in Chemistry in order to know how they became and continued in the teaching profession to subsidize initial and continuing training proposals. For the qualitative data collection, according to Flick (2004), a semi-structured interview with 13 questions was carried out according to the oral history methodology (MEIHY, 2000). Based on the collected narratives (CLANDININ, CONNELLY, 2011), these were analyzed to verify the formative need of the research participants, and based on them, to propose a course in the second semester of 2019. This research allowed a better understanding of why choose their profession, their difficulties, the beginning of their careers, and also because they continued to practice teaching beyond the training needs they present. All teachers are satisfied with their profession and believe they have evolved from the beginning of their careers. However, teachers lack continuous training in technological resources such as: simulators, molecule viewer, question and answer platforms and virtual laboratories.