Concepções e práticas de leitura e escrita no processo de formação docente da licenciatura em química

Abstract

This This study investigates reading and writing practices in the teacher training process in the Chemistry Degree Course. The objective is to analyze the conceptions and practices of reading and writing in teacher training in the Chemistry Course at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) - Campus Pau dos Ferros, having as reference the official guidelines of teacher training. For the construction of this work, research was used: qualitative, documental and bibliographical. In the data collection process, surveys were carried out using a questionnaire with open and closed questions, and the data obtained were analyzed based on content analysis and thematic analysis. Through the results achieved, we can see that all the discussions held were of great relevance, mainly for the academic environment. This study enabled the discussion of the theoretical bases that underlie the concepts and practices of reading and writing in the teacher training process from the point of view of theorists such as: Flores (2010), Flôr and Cassiani (2011), Freire (1996, 2001 , 2011), Gatti (2016), Leffa (1996, 2012), Queiroz (2001), Silva and Bastos (2012), Souza (2012), Wenzel and Maldaner (2016, 2014), among others. We can also understand the reading and writing practices present in official, national and local documents that regulate teacher training courses. In addition, we know the students' conceptions of reading and writing, as well as the reading and writing practices experienced in the Chemistry Course, leading us to reflect on the contributions that such practices provide in the teacher training process.