Contributions of practices of the education of adults to the initial education of chemistry teachers

Abstract

This paper explores the potential of a public partnership between university and primary school for new learning, focusing on contributions to initial education of Chemistry teachers. Actions from the subproject Degree in Chemistry, part of the institutional project of UNICAMP on the PIBID program, integrated undergraduates and students in Chemistry from a State Center for Adult Education, CEEJA, with individualized instruction model. This context encourages teacher-student approach what favors identifying relevant affective, motivational and cognitive aspects of the teaching/learning process. The professional practice of searching for effective strategies to promote the upgrade of the students' cognitive level is shown to be favorable for the formation of graduates and students involved. The actions planned and executed with focus on chemical knowledge brought positive results shown in spontaneous demonstrations and attitudinal changes of the undergraduates, suggesting that the school with individualized education favors the initial training of Chemistry teachers.