Análise dos níveis de desempenho de licenciandos em regências com os três momentos pedagógicos: implicações à formação docente em química

Abstract

Initial training is a fundamental process for the development of the competencies, skills, values, and attitudes necessary for teaching. In this context, the Chemistry Licensure program at UTFPR – Campus Londrina views mandatory curricular internships as a space for integrating praxis, enabling teacher candidates to understand the school environment and develop a reflective and critical teaching practice. Among the activities carried out during the internship, teaching sessions conducted in real school settings stand out. However, due to an atypical post-strike situation at the university, teacher candidates planned teaching sessions based on the three pedagogical moments, developed them, and assessed them among their peers enrolled in three internship courses.The research objective was to analyze, through peer evaluation forms recorded in mandatory curricular internship portfolios, the performance levels of Chemistry teacher candidates at UTFPR – Campus Londrina regarding the use of the three pedagogical moments in teaching sessions conducted at the university, in order to assess the implications for teacher training. The research adopted a qualitative approach, focusing on document analysis of mandatory curricular internship portfolios of Chemistry teacher candidates at UTFPR – Campus Londrina. Peer evaluation forms recorded in these portfolios were analyzed, containing assessment criteria, performance levels, and reflections on the teaching sessions conducted. Content analysis was used to organize and interpret the data.In the pre-analysis phase, a preliminary reading of the documents was conducted to familiarize with the material and formulate hypotheses. During material exploration, recording units were identified and categorized into: learning objective, content mastery, initial problematization, knowledge organization, knowledge application, teaching resources, assessment, time management, and communication. Finally, in the results processing phase, the data were interpreted based on the adopted theoretical perspectives.As results, the research found that even with different trajectories among peers, all teacher candidates progressed in developing their teaching sessions, consolidating more qualified practices. The three pedagogical moments fostered autonomy, didactic clarity, and pedagogical intentionality, which, combined with peer assessment, promoted self-reflection on teaching practice. It is concluded that this articulation strengthens teacher training, preparing critical, creative educators aligned with contemporary demands in basic education. The results reinforce the importance of training spaces that encourage experimentation, dialogue, and reflection, with transformative potential for Chemistry teaching.