Licenciandos em química da UTFPR-Londrina narram o outro que os afeta: formação, troca de saberes e focos de aprendizagem

Abstract

The university extension is one of the ways to develop teacher education that integrates theory-practice-values and enables knowledge sharing between the university and the community. Among the extension projects developed by the Federal Technological University of Paraná - Campus Londrina, I would like to highlight the project “Factory of soap and its derivatives”, developed at the Community Center for the Elderly, on the east side of the city of Londrina, by academics from the Licentiate course in Chemistry with the aim of creating a space for experiences and exchange of knowledge between seniors and students on soap production. This course conclusion work aims to highlight the formative contributions of the aforementioned extension project for undergraduates in chemistry at UTFPR-LD involved in the action. To this end, two undergraduates in chemistry who participated in the extension project “factory of soap and its derivatives” were interviewed from the theoretical-methodological perspective of narrative research. These interviews were conducted through a semi-structured script and the narratives produced were analyzed based on content analysis, having as a priori categories the focus of teacher learning: 1) interest in teaching; 2) practical knowledge of teaching; 3) reflection on teaching; 4) teaching community; and 5) teaching identity. As more expressive results, it is possible to highlight the exchange of experiences between the elderly and undergraduate students, both in terms of popular and scientific knowledge, as well as reflections on teaching, the personal lives of the participants and the construction of a more humane teaching identity(nized). It is concluded that the extension project allows the subjects involved to be interested in teaching; develop the perception of the different knowledge involved in pedagogical dynamics; realize the social impacts of being a teacher; learn and teach with/for seniors in a sense of community; recognize the importance of these training spaces; and that it is in the act of listening to the other that the formative contributions are shown.