A importância da sistematização da escrita de diários de aula na formação inicial de professores (as) de química:

Abstract

The initial training of teachers has proven to be a highly relevant topic among public policies for Brazillian’s Basic Education. Thus, the education professionals' training must be based on the association between theory and practice, and in this way, undergraduate courses include Supervised Curricular Internships, which aim to integrate the student teacher into their future work environment. Therefore, thinking about teacher training is thinking about reflecting on practice. In this context, the present work aims to analyze the formative contributions of the process of writing lesson diaries produced by Chemistry undergraduate students during observation and intervention activities in the internship field. It is a qualitative, documentary research, where seven Lesson Diaries produced by the undergraduates were analyzed within the scope of the Supervised Curricular Internship II course, offered by the Undergraduate Chemistry Course at the Federal University of Northern Tocantins (UFNT). Through the analysis of categorization, we have selected three analytical categories, namely: i) reflections on the importance of didactic-pedagogical planning; ii) reflections of the student teacher on the difficulty of teaching the school subject Chemistry; and iii) notes from the students on the formative experience of the internship. As main results, we highlight the relevant reflections of the student teachers regarding the importance of didactic-pedagogical planning, the challenges of the teaching profession, and the difficulties in teaching the subject of Chemistry. In addition, they make observations about the experience of the internship, emphasizing that the teaching profession is not easy, and there are numerous obstacles encountered along the way. Thus, we emphasize that it is essential for public policies to be genuinely directed towards the improvement of teacher education and to discuss various educational tools that can be used to facilitate and contribute to the work of the teacher. The reflection of the teacher on their pedagogical actions becomes insufficient if effective conditions for making significant improvements are not provided.