FORMAÇÃO DE PROFESSORES PELA PERSPECTIVA DA DIVERSIDADE: UMA ANÁLISE DAS LICENCIATURAS EM QUÍMICA DO ESTADO DO MARANHÃO

Abstract

Diversity has become a prevalent topic of study today, allowing us to understand that individuals live and coexist in a context of cultural pluralism. Moreira and Candau (2014) emphasize that society is multicultural, which requires reflections and educational practices that value and respect this multiplicity of identities and experiences in all areas of knowledge. To this end, institutions and their teaching and learning stakeholders must be aware of and embrace diversity. In this regard, based on the Curricular Guidelines for Teacher Training, this research examines how the Institutional Development Plans of Higher Education Institutions (HEIs) and the Pedagogical Projects of Undergraduate Chemistry programs address diversity in teacher training, ensuring an inclusive approach aligned with social contexts. Therefore, the overall objective was to identify and analyze the adoption of actions contained in the Educational Pedagogical Policies of Higher Education Institutions in Chemistry Undergraduate Programs in the state of Maranhão that contribute to the deconstruction of gender, race, and cultural stereotypes, among others, within the field of diversity in the academic environment. The methodology adopted is qualitative, of the exploratory documentary type, using the content analysis technique for data interpretation and discussion. The Pedagogical Course Projects (PPC) and the Institutional Development Plan (PDI) of institutions offering Chemistry Undergraduate Programs in the state of Maranhão were investigated: the Federal University of Maranhão (UFMA), the State University of Maranhão (UEMA), and the Federal Institute of Maranhão (IFMA) – Monte Castelo Campus. The documentary analysis focused on the inclusion of diversity and how this topic is addressed in the material, as well as its proposals for teaching and learning. Analytical categories were created to capture the meanings and significance of the discussion on diversity, resulting in two subsections that seek to answer the guiding question of this research. The results indicated that diversity is addressed in the documents of the Chemistry undergraduate programs at the analyzed HEIs in São Luís, Maranhão. However, superficial discussions and outdated legal frameworks supporting the inclusion of diversity in teacher training were found.