Current educational reforms and their contradictions with IQ-UFBA'S conception of teacher training

Abstract

Chemistry degree courses in Brazil were created in the 1930s on the basis of the 3 + 1 training model, which does little to provide critical training for teachers. In this model, undergraduates train in chemistry curricula for three years and for a further year in pedagogical curricula, generally without taking into account the historical and philosophical aspects of social being, science and education, thus providing teacher training with a technicist matrix. Since 2007, the Chemistry degree course at the Federal University of Bahia (UFBA) has broken with this concept of training and, through the Practical Dimension of the curriculum, has brought its undergraduates into contact with a critical, social-historical perspective. In view of this, the aim of this work is to present the curriculum based on the Practical Dimension of the chemistry degree course at the Federal University of Bahia, pointing out indications of how the current educational reforms, especially the BNCC and BNFP, can negatively influence the initial training course. This work is linked to ongoing doctoral research. We conclude that the experience in the curricular components of the Practical Dimension has an influence on the undergraduates' conception of social being, science and education, providing training from a critical, historical-social perspective, based on historical and dialectical materialism, which tends to break with the 3 + 1 format of teacher training, and it is necessary to point out the need for resistance to the proposal of the BNCC and the BNFP, which seeks to promote setbacks for both basic education and initial teacher training.