Estágio curricular obrigatório III: o desenvolvimento da aprendizagem baseada em projetos registrado em portfólios de licenciandos em química

Abstract

Internships are mandatory curricular components in curricula of courses of the modality - Degree. During their offers, the graduate needs to learn how to demonstrate and articulate theory and practice with academic activities, based on the school reality. In the portfolios of undergraduate students in Chemistry, the records that allude to the development of the active methodology: Project-Based Learning during a mandatory curricular internship III. Since the selection culminated in documents that have not yet received any analytical treatment. Therefore, in data collection, the instruments used were four portfolios constructed during the offer of a discipline entitled: mandatory curricular internship III, which make up the curricular matrix of a bachelor’s degree in Chemistry at a Federal Technological University of Paraná. With the portfolios obtained, the first stage of their analysis consisted of defining a method of analyzing the content contained in the documents: reading, identification, synthesis, for later evaluation, presentation and description of the results. When reading the portfolios, it was identified that among the five undergraduates, there was an organization in different schools and schedules to develop the active methodology: Project-Based Learning (PBL) and fulfill the workload of regencies in the internship field - the college. In the sequence, it was observed that two students worked the PBL in pairs at the same school, in the evening period, another two, carried out their internship activities in the morning period. In view of the results, it appears that the active methodology: PBL obtained a better quality during its development in some classes, as they did not suffer many complications in the schedules and planning of regency. For example, problems with student evasion and student turnover, with mandatory internship documentation, prevented its proper development in state school 2. In state school 4, however, the PBL obtained satisfactory results, revealing that in planning, situations can often occur different from what we want, but it is up to the teacher to think, reflect and at the same time seek alternatives on how to solve the unforeseen events. It appears that the good development of PBL requires specific preparation for the teacher to think, study and investigate the public that will implement the active methodology. And, despite the expectations registered in the portfolios, which often allude to the escape from the reality encountered, the difficulty in adapting to the environment, even in a short period that the undergraduates experienced in different school contexts, good results were achieved with the development of ProjectBased Learning.