CONHECIMENTO PEDAGÓGICO E CONHECIMENTO QUÍMICO NA FORMAÇÃO DE PROFESSORES: A CONSTRUÇÃO DA IDENTIDADE DOCENTE

This paper presents results of a content analysis of the formative professional profile of undergraduates within the context of Brazil's expansion of its federal education system and implementing of teacher training policies. The analysis focuses on the conceptions of undergraduates regarding elements of their initial training and professional perspectives, as recorded in narratives, interviews, and questionnaires. Based on the relationships identified between the recorded content and the Educational Course Project, we identified three categories of analysis that point to tensions generated du...