Aspectos da docência no processo de apropriação da cultura escolar do curso de licenciatura em Química da UFSCar/Araras

Abstract

This monograph aimed to understand aspects of teaching within the context of the appropriation of school culture, as experienced by undergraduate students in the Chemistry program at UFSCar/Araras. The theoretical framework was supported by authors such as Julia, Chervel, Forquin, Viñao Frago, and Perez Gomez, important references when it comes to reflections on school culture, and Tardif, for more specific discussions on teaching knowledge. The final paper adopted qualitative research principles as its investigative premise, also supported by Bogdan and Biklen (1994). The methodological procedure used semi-structured interviews with both beginning and graduating students. The results were described and analyzed under three general categories: student characterizations; the students' trajectories from elementary school to university admission; and university and teacher education. The data allowed us to identify various aspects of teaching that permeate practices, norms, customs, values, expectations, hierarchy, in the information that circulates within the university environment; in short, in the university experience.