Formação Estudantes - 1ª Formação - 14/12/2024

Good afternoon everybody. It's done

now. I hope you

say so, Mariana was

going to say that she was recording now and everything is fine

here. If you need

any help, let me know. It

's OK.

So, good afternoon everyone,

right? Thank you for attending this

first training session.

Well, initially, we're going to

discuss some things about the

design of undergraduate courses and the

role of PIBID in these courses so that

we understand what we're

trying to develop

within this project. Then we'll

delve into other discussions,

like the one we'll have

next week, which is also related to this

whole discussion, right?

But our primary intention with you

is to try to reconnect with you, right, because

we organize ourselves into courses, such as

undergraduate courses.

So, if you look at the history

of teacher training in Brazil,

you'll

see how

these undergraduate courses were developed

, what their

characteristics are, and that's what we're

going to try to address now.

So, in Brazil, as you know, for

most scientific fields we have

a pair, right? The

bachelor's degree and the

teaching degree. in some area. So, a

bachelor's degree in natural sciences, a bachelor's degree in biological sciences, a

bachelor's degree

in chemistry, a bachelor's degree in

chemistry, and so on.

But that's not

standard, it's not homogeneous everywhere in

the world, is it? So, each country,

each society, organizes the

training of its teachers in

different ways. For example, in the

United States and Europe, to become

a primary school teacher,

you need to complete a scientific course,

such as chemistry or

biology, and then you get a master's degree

in education, in teaching, and only then

can you become a teacher. That's an example.

In other countries where

teacher training takes place at the undergraduate level, such as in

Brazil, the undergraduate courses,

right? (It doesn't have that name; that name is

only used in Brazil.) They are courses

focused much more on the

area of ​​education and teaching than

on the scientific area, as is the case in

Brazil. So, we have a

diversity of possibilities out there for

teacher training, and in Brazil,

it was constituted in this way, okay?

So, the term "licenciatura" (degree) for

teacher training is

basically unique to Brazil. In

other countries, they have the idea

that a bachelor's degree is a

higher education qualification, regardless of whether you're going to

teach or not,

but for us there's a

very marked difference in the professional field, okay?

But if these different ways

of thinking about the training of those who will be

teachers in basic education exist, there must be

a reason for it, right? Things don't happen by chance

.

Therefore, there is a need, a

necessity,

to consider the training of teachers

for basic education differently from the

training of other professionals,

for example, chemists and biologists.

So, uh, in professional terms, there is a

difference between being a chemist and a

chemistry teacher, or a biologist and a

biology teacher.

right? And so on.

And this need for training was

theoretically translated

in terms of what we know as

teaching knowledge,

right? So, many authors discuss this

issue of teachers' knowledge, of what

teachers need to know in order to

constitute themselves as professionals, as

teachers.

And there are also various classifications

of this knowledge. We're not going to delve too

deeply into this discussion, are we? In the

chemistry course, we have this

discussion; in the biology course, I don't

know if it's present, I don't remember, but I think

not, but in general, this appears

explicitly or implicitly.

So it is understood today that to be

a teacher,

you need to have

disciplinary knowledge, which is the knowledge of the

basic science that you will be

sharing, in our case, chemistry and

biology.

But you also need to have a foundation in

pedagogical knowledge. What

is pedagogical knowledge? These are the elements

that allow us to understand the

organization of pedagogical work,

educational work,

and the teaching and learning processes

of some, you know, of the culture, in this case.

So, these are the subjects that deal

with didactics, curriculum,

management,

educational psychology, right, that

involve learning,

in short, these subjects are still

scientific in nature, right, from the area of

educational sciences, but which are different, right,

from the scientific content of the area of

chemistry and biology. So there's already

a difference there, right?

Well, a chemist who isn't going to be a teacher

doesn't need that pedagogical dimension in

their training. And the chemist who is going to be a

chemistry teacher needs that. So, right there

we need to see some difference

in the way the two are trained, right?

Going back to what I said, in some

countries this supplementary training is done

at the postgraduate level, but in Brazil the decision was made to

do it at the undergraduate level

so that teacher training

would be faster, thus addressing the shortage

of teachers available

to schools.

But besides these two types of knowledge, which

have a scientific characteristic,

so to speak, right? It's one of the sets

of theories there; we can cite the

curricular knowledge

that involves precisely this

professional task of organizing the

pedagogical process, right? So the

curriculum is the manifestation, right, the

practice of the pedagogical process, right, the

pedagogical process occurring in

reality.

So, in addition to the written parts of the

curriculum, which is what we're going to study

today, there are the issues inherent in the

interaction between individuals. And all of this

involves curricular knowledge,

which is

more focused on the issue of teaching

than on the educational and

scientific foundations of prior knowledge.

And the last one there is knowledge that is common to

all professional areas, which is the

knowledge gained from professional experience.

So, knowing

that the professional themselves

develops as they practice their

profession, they

learn things, develop

new skills, and also

transmit the culture of the

profession. So, we often

turn to more

experienced professionals to learn

things about the profession from them. So,

these four dimensions

need to

be very well balanced, well

distributed, and well organized within

a teacher training course. There

shouldn't be a prevalence of any one of

them, right, or a suppression of any one of

them.

And this is a very important challenge that

we encounter in organizing

undergraduate courses in Brazil.

Why? Because, as I mentioned to

you,

in the countries that have this concept

of teacher training

in higher education, in

initial teacher training in higher education,

there are two possible

organizational models. One of the models used in

Brazil is the supplementation of

bachelor's degree courses with subjects focused on

pedagogy,

right? So, the undergraduate degrees in

chemistry and biology

are linked to

bachelor's degree programs, right, in the

larger universities, which have many programs.

So, it's the same group of teachers

that

organizes and proposes the training in

both cases.

In other places, in other cultures, the

bachelor's degree course, right? The course for

scientific training and the course

for education and teaching, they are

separate, right? So, the course in

chemistry education or

chemistry teaching is offered in education colleges

in partnership with

chemistry universities, you know, with

chemistry colleges.

So, this difference

causes important characteristics in the

undergraduate courses that we have

in Brazil.

And this study has been around for decades,

seeking to understand this

characteristic of

undergraduate courses.

And one thing that comes up quite often is this

relationship, this dichotomy, or even, in a

way, this dispute between a

bachelor's degree and a teaching degree.

So, the first consequence of this

dichotomy, as has been observed

in the literature, is the weakness in

teacher training.

So, typically, a course that has this

characteristic of a bachelor's degree plus a

pedagogical complement does

n't enable the

expected teacher training that we have,

right, in the

current educational framework?

And this happens for a reason: the group

of teachers, you know, who are focused on the

scientific area of ​​chemistry and biology,

often undervalue the importance

of pedagogical knowledge and

curricular knowledge in the area of ​​teaching

natural sciences.

So, I was looking at some course syllabi from

other chemistry programs at the institute.

For example, there are programs that don't have

teaching methodologies, they don't have

teaching practices, they don't have subjects that

help undergraduate students think about how to teach

that subject.

In other words, these courses clearly fail to

adequately address the types of

teaching knowledge necessary for

teacher training.

And this is largely due to the conceptions of the

professors who create the

course projects, or to their own ability

to teach certain

curricular components, right?

And this comes from an idea that

originates in the

undergraduate course,

which is the understanding that only

disciplinary knowledge, that is, knowledge of

chemistry and biology, is sufficient for

a professional teacher, which

we already know is not the case, but

this understanding still persists. So,

it's possible to see, right, with the

teachers and in the projects, this

prevalence or almost dominance of

disciplinary knowledge.

In terms of regulations,

rules, and guidelines, we have

another issue,

which is the duplication of

curricular guidelines. So, I don't know if you all

know, but undergraduate courses,

right,

bachelor's degrees, teaching degrees,

technology degrees, etc., are governed by what

we call DCN,

national curriculum guidelines,

which are created by the National

Education Council.

But when we look at these courses,

for example, chemistry, biology, physics,

mathematics, literature, you know, we'll

realize that there are guidelines

for the training of chemists that date back to

2011, and those for biologists as well, around 2011,

2001, sorry, 2001, 2002.

And in those guidelines, there will be

differences between what constitutes a bachelor's degree and

what constitutes a teaching degree.

But the course design is

linked in a certain way, even though there are

differences.

But we also have a second

guideline, which is the teacher training guideline

. Therefore, when the course is a

bachelor's degree, it needs to respect

both guidelines. at the same time.

However, these guidelines are not always

consistent with each other, because

the 2001 guidelines for chemistry and biology have not

been updated,

while the teacher training guidelines have already

undergone several updates.

So, there's a mismatch between how

this course should be organized, and

that also makes it difficult for us to create the

course's pedagogical plan.

Since undergraduate degree programs

are generally linked to

bachelor's degree programs,

within the group of professors

responsible for the

chemistry or biology course, there is a low

representation of professors from the

teaching and education fields

as well, right? It's usually the educators.

This causes collegial decisions to

end up influencing the perspective of the

bachelor's degree, because the

teaching professors don't have a majority, right? They don't have the

possibility to argue against, right? The

majority of professors don't

grasp the importance of the

teaching field.

And, you know, that makes it increasingly

difficult to overcome this lack of

understanding in these relationships. So,

there are courses we take,

professors we talk to, who ca

n't understand the difference between

what education is, what pedagogy is,

and what teaching is, what curriculum is.

Although they have a broad relationship,

right, it's not the same thing. Therefore, it is not

enough for a

chemistry or biology degree professor to have classes only with the

pedagogue

and only teaching biology content. It's

necessary to have a

curricular subject that will bring this

knowledge together, okay? And that's why

the PCCs (Practical Competency Courses) that you have in

your course were created, which we can also

discuss a lot about, there are a

lot of studies about it, to try to

force this relationship that wasn't

happening.

So, in the field of education, we

always fight for the strengthening

of the teaching degree as a

teacher training course.

One of the issues that emerges is

that overcoming these previous problems

is more possible when the

course is decoupled from the

bachelor's degree. So, it would be an

important step in organizing the

Brazilian curriculum if teacher training courses

were separated from

bachelor's degree courses, right? This had, in a

way, a consequence that was the ENAD,

right? So, up until the last version, the ENAD

was done

together, right? So, the ENAD exam was

almost the same for both bachelor's and

licentiate degrees in chemistry. And now

undergraduate degrees have a separate ENAD exam, which

has no relation whatsoever to the other

ENAD exam. So this could, you know, show a good,

institutional path for the Ministry of Education to

address this issue.

Furthermore, greater coordination is needed

with the professional field of

that aggressive individual, which is the school.

So, the expectation is that those who

graduate from the teaching degree program will become

teachers in schools; that's what

the course is designed for. So, strengthening

supervised internship programs in

schools, right, the role of this part of the

curriculum.

University extension also emerges

as a possibility for better

communication with the external community.

And PIBID itself as a

complementary program,

right? The question

of whether PIBID is complementary is

also something we debate, right?

Ideally, all students

could participate, but he still

has a very important role,

okay? If you have any questions, you can

interrupt me. Comments as well. Go ahead

, Mar. I'd like to speak a

little, you know, reinforce all the points

João has been making about

undergraduate degrees, the structure of

undergraduate degrees, including in

federal institutes, and the issue of our training

as teachers.

Well, we also have a reality, and I

believe that in biology this is a bit

more complicated, because unfortunately

there's something even more recent in the

training of biologists, you know, in the areas of

teaching, physics, and chemistry. This area is already

somewhat more established, and this is reflected

in the training of the

teachers who work with you. For

example, in chemistry we have two

teachers who are trained in the field of

education, João and Cândida. In physics,

the two teachers who teach there,

although neither

Professor Felipe

nor Professor Perci holds a teaching degree, are from the field of

education. And in biology, we don't have

anyone who's actually from the

teaching field. So

this is quite a

problematic issue. When, from when, are

we going to do the work, the

course planning, all this

construction to think about these PCCs (Pedagogical Complementary Practices) as a

pedagogical practice? So, we have to

go through a whole process of

overcoming our training, which in

most cases was this

three-to-one training, right? So, all of us who are

licensed and have bachelor's degrees.

I believe that this is the case for most of biology

.

Well, we need to have this contact

to understand how

the courses work, understand the new regulations,

study about them, understand

teaching practices so we can organize the course

in the best way, work with you on

these PCCs (Pedagogical Competency Plans) so that you

graduate as good teachers. So

I agree with

João's comment, they're going to have to study a lot. A

teacher's life is always about studying,

because, like any

other researcher,

we always have to be in contact

with new research, new methodologies, and

even new ways of teaching.

So, we need to be

aware that a lot has changed since

we graduated, and

we need to be immersed in that experience to try and

build the best possible course for

you. Uh-huh

.

So this is an important issue,

right, to understand that

the format of

higher education courses in Brazil,

even though the organizational structure at IF (Federal Institute) is

n't like that, our

practice as people who have done

postgraduate studies will always reflect

this: the idea is that a

university professor is a specialist,

right, they specialize in a field of

knowledge when they do

postgraduate studies,

right? And this causes him to delve deeper

into the area he chose for

postgraduate studies, and inevitably he is

unable to keep up with the advancements in other

fields, right? right? This isn't a

problem; it's a characteristic of

how we organize our

education, at least in the field of

natural sciences. That's how it is.

So, when we are faced with

the possibility of having to

work in areas that are not our

area of ​​postgraduate study,

it creates a conflict, because

we are behind in those areas.

So we always need to be

balancing that. And that's a

very distinctive characteristic of

federal institutes,

right? It's also something we

need to recognize in order to understand

our own courses.

So, the federal institutes that were

created there in 2008, they came

more directly or more indirectly, more

or less influenced, you know, from the

reorganization of technical and

agricultural schools that already existed before and were

part of different forms of

organization, right? So, more than

creating something new, it was more about

restructuring something that already existed,

right? That was good, right?

But it raises some questions. So,

as technical and agricultural schools, the

main focus of education in these

schools

was technical training. Although some,

like the CEFs (Centers for Technological Education),

some very traditional agricultural schools

already had postgraduate programs,

most teachers and the

curriculum involved

training students at the secondary,

technical, integrated, or subsequent level.

Finally,

when the federal institutes were created

, a multitude of

courses were established within these

institutions, now respecting the new

organizational structures, right? This resulted in the

institutes having

very different characteristics, namely different

levels of education, which implies

different training objectives. That

educating a student in integrated high school

, subsequent education, adult education, bachelor's degree

, teaching degree, and

technology programs, which are at the

higher education level, are different,

right? There's already a difference between the high school and higher education groups.

And there are also differences between bachelor's degrees, teaching degrees, and

technology degrees.

Then, if we're thinking about

postgraduate studies,

specializations, master's degrees, and

doctorates, those are different goals, okay?

So this multiplicity of objectives

is also a challenge for the teachers at the

Federal Institute, because they have to

have a kind of switch, you know, that

aligns with these levels of

education, because otherwise we run the

risk of acting in a very

homogeneous way, right, at all these levels.

And this is justified by this idea of

verticalization. So, the expectation is that

the student will pursue higher secondary education

at the Federal Institute, in the same

technological field, which is also something

we can discuss.

But this leads to the question of

teacher training. So, up until 2008,

the teachers in these schools were

hired based

on their experience and

technical expertise.

When the institutes were created and

the

undergraduate courses, which were usually the

first to be offered, began to be offered, even after the

faculty was replenished

, those same professors

were assigned to teach in a

completely different course. So this

creates, right, training difficulties that

are not intentional, but that stem from the

conditions of those teachers, right?

So, this policy of

internalizing the discourse of

teacher training, which embraced, right, the idea of

creating the Federal Institutes (IFS)

comes from the lack of teachers in

certain regions of Brazil and means

that, by law, 20% of the places in the

federal institutes, right, in each

institute there,

must be for teacher training courses or

pedagogical training, right? So, we

have a quota for high school and a quota

for undergraduate degrees.

And also when they created the institutes,

they established the idea of ​​organizing

the courses into training centers. This

is also present in the

curriculum guidelines, albeit

slightly differently,

and is present in the course syllabi

. I don't know if you've read it, but the

PPCs are made, you know, they're organized

into training centers.

However, research indicates that

the group that makes the plans often

misunderstands what these core areas are,

which leads to courses with a poor

understanding of the knowledge we discussed

in the first slides.

So, in addition to the difficulty of the relationship

with the bachelor's degree, we have another

difficulty with the federal institutes,

which is the issue of teachers not

being

hired, you know, not being admitted

based on their postgraduate area, their

specific area.

So, when you look at

the job postings, you'll realize that

to be a professor at the Federal Institute,

the requirement is a bachelor's degree.

To become a

university professor, the requirement is to already have a doctorate;

in other words, you will take the competitive exam

in your doctoral field, which is a

specific area. This

doesn't happen at the Federal Institute. So this means that

within the group of professors who

coordinate the course, there isn't a division

between those who are from the

disciplinary area, those who are from the

pedagogical area, and those who are from the

teaching area, okay?

Just a moment, I'll just finish up, then I'll

send it to you. So this generates, right,

those problems, it reinforces those

problems of discussion

regarding

the importance of the

teaching discipline, which relates to

what Professor Mariana said, because

even though chemistry and physics have a

greater tradition in the area of ​​teaching,

this tradition should mean that 10% of

PhDs in chemistry are PhDs in

teaching. and the rest is not. So we already

have low representation

in the area, right? So this ends up causing

all these shocks, you know.

Right? You can speak, Matthew.

You mentioned that to be a professor at the

institute, you need to be

licensed, right? Something, something, something like that.

Well, then two questions, one. Well, we

already had a component where the

professor had a bachelor's degree, right? He has a

bachelor's degree in his field. So, and

another question was, what about other educational backgrounds

that aren't bachelor's degrees, like business

administration,

accounting, those kinds of fields? Uh-huh

.

So, how does the admission process work for

these professors in this area

? So, in Brazil, we have something

called

pedagogical training, which is when bachelor's degree holders

do a specialization, usually for a

year or a year and a half, to obtain their

diploma or

teaching qualification.

So, this also exists in Brazil

too, right? It was an emergency measure,

but it remained in place

, right? Finally,

most bachelor's degree holders, including those who complete

their pedagogical training,

are able to teach in

state services, which you can't do with a bachelor's degree,

except in

technical subjects, right, for technical education

for bachelor's degree courses, which

are not the

main objective of the institute, right,

they appear more due to demand.

Well, teachers, at least in

theory, when they are hired,

they also need to complete a

pedagogical training program, because it's

expected that a teacher from a

Federal Institute will teach in high school, right?

We know that Palmas is an exception, but

most of the time you have more

high school graduates than university graduates at

SCAMP.

So, in order for this teacher to be better

prepared to teach in high school,

he also undertakes supplementary

pedagogical training. But in these cases, the courses

don't offer a bachelor's degree, right?

So there's no such thing as a degree in business

administration,

right? So, the professor gets a bachelor's degree in

administration, then he does a

pedagogical supplement

that will bring those

pedagogical dimensions into what they do, right?

There are courses, for example, nursing, which

have a very strong tradition of technical teaching

, where they already have didactics and

some teaching aspects in

their bachelor's degree, but even so,

the requirement is that they complete

pedagogical training,

right?

But the most important thing we want to

highlight here is that in the case of the

federal institutes, not specifically in Paraná

, but in all of them—

I don't know, I don't remember the conditions—

many of these teachers who were already

in the technical schools,

they continued there and they weren't

required, right, because it wouldn't make sense,

to undergo further training, because they

were already public servants. right? So

this group of teachers is still here

because the institute, you know, is

new.

So there's

still this issue of training, right?

Look, this isn't a

criticism of people, okay? right? The

person completed the training they

chose, and they are a professional in the

field they selected. The issue is that

the institutionalization process failed

to address these questions, which

had already been discussed in the

educational literature for a long time, within the

organization of the institutes, okay? So these are

complicated issues to

discuss, but it's important that we

always keep them in mind, because as we've

already discussed, and as you'll

see,

the courses are created by this group

of people, right? There is no single

national chemistry curriculum that all

courses follow. The courses are

different,

but they are different because the

teachers who design them put their

beliefs and expectations

into that project.

So you need to be careful about

how you handle

all that knowledge, that pedagogical expertise.

And one of those ways is to value

having teachers from those specific areas. We

know of campuses at the Federal Institute, for

example, where the

teaching subjects are taught by pedagogues,

which is also

problematic because pedagogues don't

have the training to teach chemistry,

science, or

biology. They have training in

education, in the pedagogical aspect.

So, it's necessary to

recognize that these are three different fields of

knowledge:

the knowledge of chemistry or biology, the

knowledge of pedagogy, and the knowledge of

science education, right? These are different productions of

knowledge by

different groups and with

different characteristics, right?

Right?

So, getting a little closer to

us, there's a study you're going to

read that deals with the concept of training

in some

undergraduate courses at the Federal Institute of

Paraná, right, at our institute.

So, in this work, the authors

portray, they present the

conceptions that the group that built the

PPC, right, the course project,

intended for the undergraduates, for

the graduates of that course.

So, we realize that there are

several terms, right, that we use to

describe the kind of training we

intend to provide, but these terms always

reveal

how you observe the relationship between teaching

and learning

and, you know, what the student needs to

develop during the

pedagogical process, in a more or less

explicit way, but it reveals what

teachers think about it.

And here, in letters A and B, we have

the terms that appear most

frequently, right? So, skills for

teaching and proposing innovative teaching methods

are terms that appear quite often, as well as

awareness of the teacher's social role

in integrating their students into

society.

When you read them, these

terms seem OK.

However, if we consider that the

institute follows a pedagogical theory,

which is historical-critical pedagogy, then

these two conceptions of education

are mistaken in this scenario.

First, because we understand that the

word "competencies" empties the

idea, right? Generally, when we

think about skills, we value

the doing, right? The pragmatic approach, not the one that involves thinking

about or reflecting on things, right? And also the

idea that the teacher's role is to

propose teaching methods, whether innovative

or not.

So this perspective reveals to us that these

courses aim to train teachers who

know how to apply things,

right? So, to replicate, or rather, to replicate

things.

This goes against the concept of

historical-critical pedagogy, which states that we

have to transform things.

And that relates to question B. So,

the social function of the teacher

wouldn't be to integrate students into

society, but rather to educate people to

transform society,

right? Because, from a

pedagogical standpoint, society is not in a good state.

So, if society isn't good,

why would I educate students to live

in a bad society?

So, we see from this, the

implications of what we discussed

earlier.

Yes, it is the lack of mastery of

theoretical appropriation in the field of education teaching that is

evident when organizing the courses.

But that's not something to be

ashamed of either. In fact, the documents

from the institute itself, from the federal network itself

, use these terms because they

also don't align with

historical-critical pedagogy itself.

There is the issue of the

researcher's training. And that's also a

controversial issue, because in theory the

research field of a graduate is the teaching of

that subject and not the

pure research areas of that subject,

right? But since teachers have

training in the hard sciences, obviously they

will do projects and

research in that area,

but this ends up overshadowing the

possibility of a researcher in the field

of education or teaching, because

there is this competition between the areas,

instead of thinking about a

complementary process.

And the letter D brings up several terms. The

terms they use, as they appear,

if they're only mentioned, don't really say much

, do they? It is necessary that the

projects explicitly state what

each of these things means.

For example, theoretical training—what does

theoretical training mean?

Scientific training,

technological training, humanistic

and pedagogical training, right? What does that

mean? Most PPCs don't say what they

are. So this makes the process somewhat

disorganized, which is bad, because we

are, you know, influencing

people's upbringing, right? So it's a

very big responsibility.

And the letter E, right, which brings a more

comprehensive term, it continues

thinking about skills and abilities,

right, which is a critique of that "

replicating teacher," but it

recognizes that there is a transversality

between different fields of knowledge,

of technologies.

So, there are courses that are

moving towards an

interesting reformulation, but it's necessary to delve deeper

into these

training concepts in institutional terms.

Generally speaking, using

more theoretical terms,

these five training competencies reflect what

we call

technical or operational rationality,

which is precisely the idea that the teacher

will learn a technique and

replicate that technique in the classroom.

He's going to learn

how to use a specific resource, and then

he's going to use that resource in the

classroom, like a replicator, you

know? That's the idea, right?

Technical rationality. But we

advocate for teacher training based on what

we call

critical rationality.

It's rationality, an evolution, right, from

practical rationality to a

more critical rationality. What would

this critical rationality be? The

teacher has to understand

that he needs to read social reality,

comprehend the problems,

and propose solutions

based on what he has learned. It's

not about replicating what he learned, it's about

putting what he learned to work in the

concrete reality in which he operates.

And for that, it's not enough that he

knows how to replicate things. He needs to

have a deeper

theoretical understanding of these things, right? In terms of

disciplinary knowledge, pedagogical knowledge, and

curricular knowledge, one needs to be able to

critique, which means evaluating based on

criteria and proposing viable and

situated solutions, meaning solutions that are coherent with the

environment in which one is situated.

So, it's not the same thing as a class at the

Federal Institute and the public school system in

Paraná, or a class in a private school in

Paraná, or a class at a

religious school; they are different realities.

So, it's impossible to think of a teacher as a mere

replicator, because otherwise,

in what context is he a replicator? It doesn't work in all cases

.

So, that's why we have to

overcome this view that the role of

undergraduate courses is to make you

repeat things, right? But for that,

we need time and in-depth study,

and that creates tension, you know, regarding how to

organize this course.

OK? Do you have any comments so far

? Okay

.

And how can I

say no? You can speak, you can speak.

You mentioned that the professor is a

replicator of the theories studied, but

many here who did internships and

everything else had that experience.

At least I felt a great

difficulty in putting into practice what

we studied in the pedagogical theories, the

teaching theories there. Uh-huh

. So, like, a teacher could

talk about this aspect, this

difficulty of having studied these

pedagogical theories, but then when it comes to the

actual practice, you see that it's not very

easy to

apply them, to determine which theory is right

for that particular class or that particular

student. Uh-huh

. Yes, that's what comes from, right, the

training itself, from the practice itself.

So, it's not expected that the student during the

internship

will be able to provide immediate answers

to these difficulties, right? The

internship is precisely for you to experience

these difficulties and realize, you know

, the importance of learning more, of

developing more, because in the internship

you have the support of the teachers, the

supervisor at the school, and the advisor

at the university or institute.

So, if you can, you know, start from

this reflection on the difficulties in making

this transition,

in a way you are achieving the

objectives of the internship, which is to make this

approximation.

Because we don't often

think, you know, we have the impression that what

we've learned, we

can automatically transfer to that

stage, that feeling, you know, that

arises when we graduate and go to

work at school, we get

very frustrated,

because the reality of the school is very

different. Beyond what we

study here in theory, right? Because

college is still very much in the

theoretical field, that's why we need to get

closer to the school.

So, this

ability to make these

detections,

right, to put theories into

action at school,

is a process that will involve, right, all

the initial training

and also a bit, right, the

development in the services, right? There are

also authors who say that a

teacher only becomes truly formed after

several years of working, and that's when

they can make all these

connections,

right? And that's why we have the perspective

of the teaching residency program,

like the ones doctors do, right? That is, after

you graduate, you will work at the

school as a professional, but still under

supervision for a while longer, because it's

quite a complicated process, you know, to

do this analysis and this

adaptation for each of these

scenarios, okay? So it's not a

matter of

your internship not working out, right? Something along those lines

. This is really the

process we need you to

experience, right? The

shock, right, is that the real conditions

are stronger than what

we know, or think we know, and

making those connections. That's why

internships are so important; it's something

we need to strengthen well, to

always have good internship management

throughout the years of the course, to really gain this practical

professional experience, okay?

OK,

we can continue,

alright? Okay, then. So now we're going to

study a topic that's closely related

to what came before, but which has

its own main characteristics. So,

what were we looking at? The

teacher training course has

purposes, needs,

a justification for existing, and

demands for training.

Like any educational process,

it needs to be planned and

developed.

So, we're going to now make use

of some tools for

organizing pedagogical work, that

is, organizing work in school,

in teacher training, thinking of pedagogy

as schooling.

So, the most relevant document,

or a central document in this

organization, is the political-

pedagogical project, or PPP, as we say,

because it's the document that will

outline, that will make explicit,

various characteristics of the process that is

intended to be developed in that

educational institution.

Well, it's important that this document

is very well structured and that

people understand it, right? Because he

will bring a lot of

important information.

So

it's a project first, right? Because

it's always a plan, it always

brings expectations,

formative horizons,

learning objectives, right? It

brings the organization to address these

problems, and it needs to be

developed.

Generally, we create a project in order to

execute it later; otherwise, there's no point in

creating the project, right?

Well, the political-pedagogical project

isn't just a written document that

we read and that's it. It's something that's meant to be

developed over the course of the

project's duration, which

is generally four years.

In the political dimension. Why do they

call it a political-pedagogical project? It's

because we do it, you know, we're a group of

people who build, you know, the people

who build

put intentions into this project

,

you know, that is, what they want to

develop, what they intend to

develop.

And these intentions have

diverse dimensions. One of them is

the social dimension, that is, what is the

social role of the school in a given

society. This is covered in the PPP. If it's not explicitly

stated, we can perceive between the lines

how that group envisions the role of

school in society—whether it's one of

conformity, transformation, and so on,

right?

Within the political project, within the

political dimension, there are also the choices and

delimitations that are made

for the organization of that

school environment, as well as the specific

choices regarding training, right?

And it's also political because it

presupposes a commitment from the people involved to

develop it, right?

Develop this project in the best way

possible. So, the political dimension

will bring, in a more comprehensive way,

what kind of individual is being formed

in that institution, for what type of

society, and what the relationship of that

individual is with that society.

So, that's why it has a political dimension

and a pedagogical dimension; it will be

most closely related to the

teaching and learning process, right? But that's what

makes up this whole project. They go, it goes,

and he will bring, right? This dimension

will bring intentionalities that we

can say are school-related, it has

to do with the

schooling process, right, with

formal education.

So, the learning objectives are

the content to be

developed, the methodologies, right, which

are the actions,

the organization into subjects,

periods, and so on, you know, what it means to have, how

the workload is divided, and

what the conditions are for developing

this project.

So all of this will make up this

document, right, which we normally

call the PPP (Political-Pedagogical Project),

and this guides, or should guide, the

educational practice in that institution,

okay?

But what do we need in

order to build and take advantage of this PPP

? Making the PPP (Political-Pedagogical Project) come alive in

pedagogical practice.

A solid theoretical foundation for the group that is

building, you know, to construct, analyze, and

transform this plan. So, we

need to be very careful when

building the plan,

but once we build it,

we need to constantly analyze the

development of that plan

in order to then be able to propose possibilities

for transforming the plan based on

reality.

Therefore, this movement of constructing,

analyzing, and transforming the

political-pedagogical project is something that needs to

be greatly strengthened in

educational institutions. It's something that's become commonplace in

teaching practice, isn't it? But the

political-pedagogical project is what guides the

action, right? We need to take

more

careful care of him.

So, bringing in a few more

terms, the political-

pedagogical project is not limited to the

written curriculum. So, remember when I talked about

the curriculum? The curriculum

basically translates

the materialization of the

pedagogical activity, the pedagogical activity

happening in reality. So, we

have a dimension which is the

written dimension.

These are the regulations, the

guidelines, the documents,

but that's not the whole picture, because

we have the documents, but we also have

real life happening, right?

So, in the context of social practice,

we understand the curriculum as a

lived curriculum, a curriculum that existed and

is existing at that moment.

So, the political-pedagogical project

is not just that written document. We

need to see how it manifests itself in

life, in people's practices within

the school.

And this allows us to reflect

on and discuss educational problems,

or potential strengths as well, and propose

viable alternatives to achieve the

objectives and overcome these difficulties.

So, it's from analyzing the

educational reality that we arrive at these

conclusions,

right? The written document is not sufficient to

convey these reflections.

And also from the current perspective, the

political-pedagogical project, it leads,

or should lead, to democratic management

in the school, which is the critical participation

of all subjects involved

in the achievement and development of this

project, as well as

the organization of

pedagogical work in a more

systematized way.

So, we can divide this into a

dimension of the school as a whole, which is the

pedagogical dimension of the

teaching and learning process

from a broader perspective, and also the

organization of pedagogical work in the

classroom, which will be a

didactic organization,

right, of the process of socializing

systematized knowledge.

So, the project contains all of this,

and it's up to us, the participants, to

understand how we're

developing this project.

So, why does this PPP exist in the

first place? Because in our

current organization of society, of the

education system, the school, the

educational institutions, right, the schools have the autonomy

to create a specific identity.

Therefore, each school

has the autonomy

to understand its relationship with the

community and the educational objectives it

intends to develop. Of course,

autonomy is relative, because

we have national and

state documents, but autonomy does exist.

So, each school you have here in

Palmas, for example, has its own

political-pedagogical project and its own identity, which

is different.

Therefore, in principle, teaching at

different schools means understanding

the identity of each one. There are

education systems that don't have that

possibility, where the curriculum is

homogeneous across all institutions, right? It does

n't have that identity, but in Brazil

we do.

Another thing that the projects should be

concerned with is equal conditions of

access to and retention in the courses they

govern, the educational quality, both in the

technical dimension, which are the means to

achieve

the objectives, and in the

political dimension, which are the purposes of the

process,

the mechanisms of democratic management, and

the relationship of freedom and autonomy

within that project. So, how

autonomous is each individual, to what extent, and

for what purposes?

And also the appreciation of the teaching profession,

which is the profession that coordinates, right, that

is at the root of the PPP (Political-Pedagogical Project), which is generally

through continuing education, but we

can think of other ways to

value the teaching profession.

Therefore, in order to

systematize all of this into one document,

it is very common for PPPs (Public-Private Partnerships) to have a

very similar structure, even though they

are from different institutions.

And from the main characteristics of

PPPs, we can draw some conclusions. For

example, the PPP will define the

educational goals, which is what we've

been discussing from the beginning, right?

So, when considering a

bachelor's degree program, the document will outline the

purposes of that program.

And here we can also list

several dimensions,

for example, cultural background, right? The

appropriation of cultural instruments

for the formation of the individual, the

political aspects that involve the commitments and

purposes of the process,

the social dimension which is the role of

that graduate in society, and

the professional or educational dimension that

involves scientific knowledge.

And the humanistic education that involves

other dimensions of human development, right? It's a

matter of health, of, you know, of leisure,

in short, everything that shapes us as

humans beyond the cognitive aspect.

So, all of this will be explicitly stated

in some way within a PPP. It

will also include the school's organizational structure

, highlighting the

administrative and pedagogical aspects, which would be, you know

, the pedagogical aspects of the

classroom, laboratory, teaching and

learning space, and the administrative aspects,

those that provide support, you know, for the

pedagogical part.

And the part that usually takes up a

lot of space is the

curriculum organization. So, how are that course or

those courses at that institution

organized, you know, in terms of the

written curriculum?

So, there will be the question about the role of the

teacher and the student, how they

interact,

the means for the socialization of

knowledge, for the transmission and

appropriation of knowledge, so the

methodologies, resources, structures, and

content,

in short.

And here we highlight the aspect that there

is no neutrality in this

curricular organization, that is,

teachers imprint their

beliefs and expectations on the curricular organization, which is why

the courses are different.

There is a need to situate that

organization within

society, within the social context that

gives the school its identity.

This also leads to the existence of courses

with very special characteristics, right,

in indigenous areas,

in settlement areas. The courses are

very different for that reason. The type

of organization, you know, whether it's by discipline,

by core, by

component, by unit, you know, whether it's by

period, by year, in short, all that

organizational aspect.

And this is what we call a

written resume, as I mentioned in

previous slides.

But there is an unwritten dimension

, which is the real relationship between

people, what we call the

hidden curriculum.

So, it's the sum of those two, right? Not the sum

, because it's not mathematics, but the

integration of these two that gives the

lived curriculum, which is the curriculum that

actually happens, okay? right? So

we have something that is the plan and

what actually happens, right, which

are usually different.

What else is included in the PPP? It's school time,

right? In other words, how many school days,

how many hours, how many hours per day,

right? School routines have several

levels of instruction. So, at the beginning of the

morning, you know, you do this, then you do

that, the workload for each

curricular unit, all of that will be present in the

PPP (Pedagogical Project of the Course).

Another thing that is sometimes lacking,

let's see, are the workflows for

formalizing the procedures of

decision-making processes. So, how

are pedagogical and administrative decisions made within that institution,

and how can individuals participate in that process

? So, there's student association,

student directory,

course board, all of that should be explained in the

PPP (Pedagogical Project of the Course).

expectations regarding work relationships,

right, between the people who are the

employees

and the evaluation process of

this project.

So, what concrete data was

used to produce this PPP,

and how does it allow us to recognize

limitations and seek solutions

when, you know, it's analyzed and reformulated to make

changes?

Quality, the direction of the process.

So, you see, the PPP (Political-Pedagogical Project) is not the

curriculum matrix;

it's a whole project that will involve

many issues

that need to be well-developed

to achieve those

educational objectives, right? So, you see there's a

problem, right? It's a very

complex production process. This PPP isn't

easy, but we can't abandon the

construction of this document either, right?

Well, but not only at the institute, but

in our case at the institute, we have

other documents that also appear.

So, at school, when you do your

first internship, you handle the

school paperwork, you read the

school's Pedagogical Project (PPP), right? And the PPP will have all

the information we need.

But in the case of the institute, we have a

more complex structure, as

we discussed, right? There are many

different levels of courses.

This also makes the bureaucracy a

bit more extensive.

So, in our case, as a

multi-campus institution, there is an institutional

pedagogical policy

, the institutional pedagogical project

, which will provide guidelines

for all campuses, and

would be closest to the

state curricula. It

's not exactly the same thing, but it serves as

an analogy.

Based on this institutional definition,

each campus of the Federal Institute

builds its PPP (Political-Pedagogical Project) according to its

structure, its conditions, and its

internal and external community. So, each one will

have its own local characteristic, its own

identity.

However, it would be very complicated to

include all the courses

we offer in this document, because there are many and they are

of different levels.

So, the PPP (Pedagogical Project of the Course) has a broader scope,

and each course, including those in

high school, has what we call the PPC (Pedagogical

Project of the Course), which is the pedagogical project of the course.

So, he answers the

political-pedagogical questions of the PPP (Political-Pedagogical Project)

and transposes that to the training of that

specific professional in that course.

So, in order to understand the

educational expectations you

have in the course you've enrolled in,

it's important to be familiar with these three

documents that govern or direct

this entire process,

okay? And we can define some

indicators that help us

analyze these documents, because you

'll see that they are very

large documents,

and they have all

those dimensions very well explained.

So, it's very difficult to read the

entire documents, right, to be able to analyze all of

them. So, we can set records

for what we want to understand at a

given moment. So, at this

moment, what do we want to

understand? the aspects of

your training, right,

your undergraduate degree training.

So, we can list the formative objectives as

aspects of interest, right, indicators

. So,

what is the objective of each course, in

terms of the graduate?

The concept of the individual, of the

subject, of the human being and of society,

which, as I said, is the

pedagogical dimension of the PPP (Political-Pedagogical Project).

The dimension of educational work and

teaching practice, because that's

important in undergraduate courses,

right? It's about your professional practice

and understanding the curriculum organization,

what the core subjects are, what the

disciplines are, and

how they are distributed within it.

So, there will be other aspects

of the documents, right, that

we're not going to give

special attention to right now,

but if you can review the

entire document, I recommend it.

Any comments so far before I

explain the activities? He

can talk.

Well, I have a comment, and given the

conversations I had with the students

during the week, you know, some reports that

I received.

Professor João is explaining

all the indicators, what will

be done, and he's going to move on to the

activities now. My strong recommendation

to you, if you aren't already

doing so, even though we included

this in the group, is to start now and

take a notebook, write things down, write them down on your

phone, take screenshots. The

information and activities will be

available. in

Google Classroom. We'll even

leave the presentations out, but it's

important that you take notes, pay

attention to these activities, and ask any

questions, because, as I'll reiterate,

we'll be meeting in person

until December 20th.

After December 20th, we will

continue to serve you, but

remotely. So, we know that

difficulties are arising. Try to look at the

activities, write down everything that Professor

João is going to say now, because it's

essential that you understand what

you need to do. Go ahead

, João.

No, I was just checking if anyone else wanted to

comment.

Yes, it's also very important that you

take notes on what we're

trying to discuss, right? Because it's important for

you to consolidate this as well. But of

course, we're just starting out, right?

You have time to

develop this. So, during this

school holiday period, which isn't a

scholarship break, as we explained, right?

We need to do activities. And as

you can imagine, we

need to be accountable for what you do, right?

That's why we have a report, that's why

we require attendance,

because we have to prove that

you are doing the project, because

otherwise they cut all our scholarships

, right? And we get penalized for it

afterwards, too. So, we

scale the activities so that you

can develop them, but you

need to have that organization, you know.

I remember we discussed that too.

The first activity is an

individual one for you to consolidate these

concepts that we've seen here, because

some of you saw them for the first time,

I think most of you saw these

concepts for the first time,

right? Some may have already seen or

taken certain courses that discuss this

topic, but it's always important to

pay special attention to

these theoretical foundations, as this is how

we deepen our education.

It's a slow process, isn't it, often.

So here we've selected some

articles that are

more straightforward, right,

for your training as

chemistry and

biology teachers within federal institutes,

and that will address this

relationship with the political-

pedagogical project a little more. So, what is the objective

of this activity? What's the idea?

You're going to read these documents, these

articles, and take notes, right?

Everyone has their own reading style, but it

's good if you take notes, underline them,

right? I don't know how you like to

do it.

And then you'll produce,

individually, a reflection on what

you've read,

which is another step, right?

To understand the reading and then reflect

on it.

So, you can write a text or

answer each of the questions individually, you

can see what works best for

you, but try to address all of these

points,

okay? The importance of undergraduate courses

for teacher training, obviously, and

the implications of the dichotomy between

bachelor's degrees and teaching degrees. What kind

of impact does that have, right?

The need to strengthen the

teaching disciplines, the sciences,

those of the curricular knowledge.

The importance of PIBID in

teacher training.

We've already discussed

this briefly, but we will, within the

project, always bring up this discussion

and your perception, your

personal perception of the relationship between the

specific pedagogical and

teaching disciplines in your course, and how, as

you progress through the course, you perceive

this relationship.

[Music] I

also discussed a little about the

characteristics of federal institutes

that influence

undergraduate courses,

the construction and definition of the PPP (Pedagogical Project of the Course)

and how these documents, right, the PPP and the

PPC (Pedagogical Project of the Course),

influence your training process

and the organization of the course. So,

how is your course organized

based on these documents?

And the 10th point is also a reflection

that you can do before and after

these activities,

which is to reflect on your

knowledge about the PPP and the PPC. Are

you familiar with the campus's PPP (Political-Pedagogical Project) and the course's PPC (P Have you read it

? Have you ever argued with someone? How

much do you know? Then you can come back,

right, at the end of the activity and think about whether

anything has changed or not. OK? So

that's the first part.

It's individual; you guys will

organize yourselves according to

each person's characteristics.

The second task is more

complex, right? It will involve analyzing the

documents.

So, in this one, you're going to be

divided into groups, which isn't the same

group you're in with your supervisor,

okay? This is another group for this

activity,

where you will be grouped by course

and by curriculum. So, which course? Which course is

yours, and which PPC organizes the course

?

Because that way you'll be reading the

documents, the same documents, right?

Everyone in the course will read it; everyone in the group

will read the same documents.

So you'll also have it there;

an activity will open up for you. I'll

show you in a moment. You'll fill this out

first, right? Who were the students? I

'll explain that in a moment. And which documents did

you read? You're going to mark the little X

here.

We also suggested, as a

reading recommendation, this article that

analyzes these documents so

you can get an idea of ​​how you

can do this analysis.

And then you'll get to the part where you really get your hands

dirty.

So, part two,

right, is the part where you identify

what we're looking for

within the documents. So, as I

told you, the documents are

very large, so you won't be

able to read them in their entirety

,

okay? So, we're going to have to use

some strategy, right, which is

indicators. So, you're going to look for

these

elements, these

characteristics, within the text,

okay?

So, you'll see within the text

which documents guide the design of

undergraduate courses.

So, your courses are

organized based on specific

documents.

We have to respect what

they are,

see if there's a description of how

the PPI, PPPI, and PPC were developed,

what theoretical basis supports the organization

of these documents,

and how those guiding principles

that we discussed appear or don't

appear, right?

So, if there is any relationship, any

explanation of school identity,

conditions of access and retention,

educational quality,

democratic management, and so on. So, you're going to

extract the information and bring it

to this document, which is

your group's document.

And from that, well, from that and

the discussions.

Oops. Yes, I skipped a part, there are still more

identifications, right, which are the

indicators that we saw. So,

what are the training objectives?

So, the formative objectives of that

course, the

conception of human being and society in the

PPP (Pedagogical Project), the

conception of educational work, which is

pedagogical work,

pedagogical activity, are synonymous.

And what are the core areas of training

in your course, what are they,

and what are the specific

pedagogical teaching subjects, which is the

central topic of this first discussion. So,

once you identify that,

you'll move on to

analyzing and reflecting on it.

So, based on the information

in the documents, you're going to think about,

make the connection, and critique it in

relation to the needs of the

undergraduate course. So, do these

projects reflect the needs of

undergraduate courses? Yes. No, to what

extent? Regarding

the relationship with the bachelor's degree, as

we discussed, is there an

overemphasis on

disciplinary components, and why? right? And the

characteristics of IFPR, how is that

appearing in the resumes, right?

Teacher training, right? In short,

everything we discussed.

And part four is a reflection

by the group on the training process

you are experiencing in

your course. So, what do you already consider

to be the strengths and limitations of the

course you are taking?

And, if possible,

ways to overcome these limitations or

possibilities, you know, of overcoming them. So,

we're going to start by identifying the

documents,

but we want to delve deeper into

the issue of

reflecting on the process with you, how

you understand this

process.

So, within the group, you'll put together

a presentation, and then we'll

decide how it will be presented,

OK?

And here we have you divided into

four large groups, right? The students from

BI, oops, the students from B who are in the

2017 PPC,

the Biology students who are in the

2022 PPC,

the Chemistry students who are in the

2017 PPC, the Chemistry students who are in the

2023 PPC.

So, these groups will read the same

documents,

but if you prefer, you can

create smaller groups within the group to

do activities or do

individual activities.

You can organize yourselves in the way that best

suits you during this period, OK? The

important thing is that you understand

the activities you're going to be

doing.

So I'm going to quickly show you what it looks like

in

Classroom.

So everyone here has activity number two

, right?

You will

have the

articles listed here.

It has the links too, right? Okay?

And here, each of you will only see

one of these three activities, right? I see

everything because I'm a teacher, but each

of you will only see one according to

the table I've provided. So

here, where I've also put the names,

you'll have the script, which is what

you'll open to answer, and three

documents. Each group will have three

documents. One is called PDI, one is

called PPP,

and the PPC of the course, right? I don't know if

everything will stay in the same order here.

Here I'm just going to draw your attention to

this document here, which is called PDI.

When you open it, you'll see that

it's a

giant document. It has 1000 pages.

Obviously you're not going to read all 1000

pages, you're going to look for where the

PPI is. I made a color mark on the

document, but if you can't

find it, uh, send it there.

Yes, I need help. So, you're going to read

this part of the document, the PPC, PPP, and

PPC, and you're going to build it. So, you can

organize yourselves

in different ways, right, to read the

documents and extract the information.

But ideally, you should do the analysis

and reflection as a group, if you're going to

work in a group.

OK.

Any questions? Do you want me to repeat that?

Mari,

uh, an important point

about this activity you're

doing is that it's

important not only for

thinking about and organizing PIBID, but

also for your immersion in both the

Federal Institute and the

course curricula.

So, an important point is for you

to understand the curriculum matrices, to

understand what course you

are taking, why you are

taking it, what the logic of the

curricular components is,

and some of you will be more

advanced or less advanced

in these courses, right? We have students from the

old curriculum who have already completed more than 50% of the

course, while those from the new curriculum are still only in their

fourth semester. So we have

these issues as well, but it's

also important that you reflect

on these points and on the

difficulties you have, the

organization of the

curricular components, because moving away a bit from

PIBID and thinking of you as decent people,

uh, who have decent representation in the

course boards, who have the

academic centers and who also have to participate

in your formative process and in

the construction of these PPCs. So you

will notice that in the PPCs

there are names of representatives from

different groups who participated more

or less actively in these processes.

But it's important, right? Both

João and I have been course coordinators, we've

participated in these kinds of events. It is very

important, fundamental, that you

understand that you also need to

participate in and build this process

for the training of both yourselves and

new entrants. So, given

your difficulties and the

curriculum organization, these matrices

are not perfect. Our work in

constructing these matrices is not

perfect because it demands from our

training, our development, and our

study. Then Mateus said that

sometimes classes don't go the way

we'd like. This is all a process.

Some of us have been

working within the courses for varying lengths of time.

So it's important that you delve into

and think about

how you're going through

this training process, what

difficulties you're facing, so that this

also helps us think about how to

build this course. So this

assessment is important for you as

future graduates, but also for the

undergraduate courses, you know, for you to have

this immersion and this

discussion. And this isn't just some

discussion where people in biology

always say they don't like math, or that they don't

want to have math because they find it

difficult. It's not about understanding these

processes, you know, that you go through and

why you have these components, what

makes sense, and why it doesn't.

What is the structure, how

was it done, what are the ideals of the IF,

how is this tied together and built upon

within these documents? So, this is a

very important task for you, not

just an activity we're

giving you to have things

to do during the holidays. This is an

important and initial step in

this whole process. Very

good. You

can tell me, Matthew. Okay

. Let me see if I understand. If the

person chooses to develop it on their own,

they will have to read all those

documents, both from the old

and the new curriculum, and make

those notes that you mentioned,

right?

Or just the

2017 one.

Only the 2017 one, but there are three documents, okay?

Oh there. So, only from 2017 in my case.

You're going to enter this.

I need to read the new version. So,

that's not necessary because we'll

try to get you to discuss it later,

but there are a lot of documents involved, right? It

's OK. Okay.

Then you'll come in here and read these

three:

the 2015 PPP (Pedagogical Project of the Course) for the field, and the 2017 PPC (Pedagogical Project of the Course) for

chemistry, which is yours, right? And the

PPI for this date here. So, you can see that

they all have the same [age], they were made in the

same 4-year period.

So, by default,

we revise this every 4 years.

So, the participation of you, the

younger students, who will

perhaps participate in a

curriculum reform soon, is also important, to have

more knowledge about

the course itself, and to give voice

to what you are understanding

about your course. You can add

your own reflections, or you can choose not to—I don't have to, of

course—reflections. Don't be

ashamed to reflect on this, okay?

We're here to build an

interpretation, not to say whether you

're right or wrong, okay?

OK? So, you'll likely have

questions when you're doing the

activities. So, clear up any doubts as

soon as possible, so we can

work around them, right? We're having some

technological difficulties, which is normal,

right? So, the sooner you realize you

have any doubts, the sooner you should ask.

We always try to respond as

quickly as possible; sometimes we end up

taking a while, but we try to give ourselves

time to look for alternatives. Don't

leave it until the last minute, okay?

We're trying to race against the clock.

Let's try to always take things

slowly, okay? Let's try, as a group, to

handle things as

smoothly as possible, but remaining committed

to producing this.

OK. Any more questions?

Go ahead,

we'll make the recording available over

at

Vamos. Okay

, go ahead.

Hello.

Hi Vinicius, you can speak.

Well, actually I was scheduled

to participate on the 12th, but I was

working, so I could only participate now, and I

was also working then. So I took

part of it, I followed part of it in a bit-by-bite way,

okay? It's just the last part of the

documents there. Well, since my class is

from 2024, the PPP (Pedagogical Project Plan) that I'm going to look at

refers to 2024, right?

2023 in your case.

2023. Oh, okay. Uh-huh

.

Ah, okay then. That was my only question.

Your names are right here.

So, in Classroom, only this option will appear

, because I put it there so

you wouldn't get confused,

right? Only these ones will show up. So,

the PPC, we call it the 2023 PPC

because it was approved in 2023. Then

you entered in 2024, there will be the class

of 2025, 26, 27. Then we can change

it. It becomes the 2028 PPC and so on.

Ah, okay then. Thanks. Well,

nothing. So we're going to leave

this training recorded on

Classroom. I'll put it there because then

you guys can come back and have these

discussions and explanations of what needs

to be done. But if you still have questions, feel free to

ask.

Tell me, Andreina,

I had a question regarding what to do if

we choose to do it ourselves. Then we

take all three of these documents and then we

make the report. He's calm, he doesn't

need to write anything about what he did on his own or anything like that

. Yeah, if you do it alone, you

're from 2022, I guess. It's not

three.

So, the only thing you'll

put here is your name. Wait a minute,

I didn't share it here.

Beauty.

Include the name of everyone who created this

document. If it's just you, you only put

yours on. If you have a group, put everyone's name so we can keep

track.

You can speak, Mar.

Ah, two situations. First of all, as

we've already said, you have

complete freedom to organize yourselves

however you see fit in this work. And

another thing, João, I can make the

projection here because I think I

know what happened, that's why

they're having trouble downloading it.

Can I try to do it quickly?

If you know how to fix this

too, I don't know,

I don't know how to fix it, but I

already understand how to download it.

Let's take it one step at a time. We don't have

all the answers, folks, but we

'll figure things out based on

your difficulties and

try to answer your questions. Please let me know

if you are able to

see

my screen.

Yes. When you join the activities,

you will receive the documents. So why are

you saying you can't download it?

Because it appears that way, right? Without

any download button. So,

looking here on the side of the printer, don't you

see those three little dots? You have to

ask it to open a new window, and then in

that new window it will open with

several icons, and among the icons is the

download option. So you have to

open a new window to then

download it. Did you understand?

Yes, I think it's because the file is

too long.

I also think it's because of the

file size. Yeah,

but then we can

add the links, and then I can make

a tutorial and copy the images

for you to see. So, sometimes it would actually

update, it was straightforward. So, there's the

issue of file size. So, they keep

telling us about these

difficulties. I think someone had

asked this, and I had answered it in one of

the activities, but then I made a little

tutorial about it that opens a

new window where you have the options.

Perfect.

I'll also put the links in

the description for each class

,

okay? The 12 articles, the links are within

the activity. If you open the

activity, the link is already there as well. Then

you can search for it on the internet. The

only thing you can't download is

the activity. You have to

open the activity in the classroom and answer it in the

browser, otherwise it won't save it for

us, okay? So, if you have any trouble with

that, let me know, okay? Let them know

and be careful there, just a minute,

Silv, I'll hand over to you in a minute. Be

careful because sometimes you download the

file, put it in your folder,

share it with us—this has

happened before—and then it gets confusing for us to

coordinate everything. So, always leave the

activities

on Google Classroom, don't download them,

don't send them any other way, because that way it's

much easier and more logical, because

imagine there are 48 of you. If

we start randomly organizing

things on the drive for 48 students, João and I

won't be able to manage it. That's why

we use this system, to

keep everything organized and make

group work easier. I think, oh, it's

Mateus who's first in line. Silvia

lowered her hand, but they can, you can speak,

Mateus.

It's just a question regarding the

ongoing reports, do you have

any feedback to share with

us yet, or not? way too early. I'm

being too hasty.

Too hasty. You can relax a bit.

We'll put it there when we

analyze it; we'll add some

information, whether it's OK, or any

questions we have. But don't

worry about us, that's why

I'm telling you, don't press

deliver.

That's not something you're going to fulfill,

deliver, and then we'll return it. That one.

We'll be following you there, okay?

I've read some, but I haven't commented on any of them.

So

you write that down, reflect on it, and

leave it, and then we'll follow along.

No, we're not going to point

things out for you either,

because that's not the point of us

correcting what you're reflecting on.

We just need to know, right? It's a way

of knowing. It's OK?

Don't worry.

Oh, someone raised Silvia's hand again

.

Hey, professor, I have a question. If

in activity three we want to do all

three in a group, let's say there

are three people, but in each activity

does everyone have to post, or does only

one person post and add the name of each

student?

Just post

and add everyone's name here

where it says students. Wait,

let me put it back.

Oh there. Okay then. Thanks.

No problem, not everyone needs to post,

but posting isn't the end of the

world, right? You don't need to repeat yourself.

Just put the names of everyone who

did this with you here.

Yes, self-reflection is always the hardest part

, isn't it? But the goal, as I was

discussing in class yesterday, is for us to

create this habit that we don't have, right,

as personalities, of doing a fair

self-assessment or even a fair self-reflection

about ourselves, right?

So, it's an exercise. Let's

build this self-reflection together.

That point about self-reflection is more

for you to understand

your development, how you've

developed, and if you need anything

more, right? The difficulties

you are encountering. You can

also include this in your self-reflection section,

OK?

Guys, any questions? Did they write it down in a

notebook, save the information as a

printout, or in other ways? Uh-huh

.

Contact us during the week.

Well, Monday, Monday and Tuesday, I'll be there during the

break.

I'm available on Wednesday from the break until

the last two hours.

Oh, and one important thing,

we'll start announcing it to

you on Thursday. We are starting the outreach

with the teachers. Some students have already

reported that they have assignments and

tests.

The activity was organized by the

institutional PIBID program; it wasn't

invented by me or Professor

João. In fact, all the

campus subprojects will be held

in the library auditorium. So,

we're in a conversation, the

official invitations from the institutional coordination

are coming, so we're going to

negotiate with the professors and

discuss any specific situations that arise with you.

Some students reported issues with assessments,

among other situations. We'll

check everything that's going to happen, but the

idea is that you'll be able to get

time off for the activity. The

activity will take place from 6 to 9 am, but

once again it wasn't our organization, and it

was even mentioned that many of

you can't arrive

on campus before 7:30 am. So we are already

aware of this possible delay on your part.

The sooner you arrive, the better. If

you can't manage it, we understand.

Professor João and I will have an

attendance sheet for you to sign to confirm your

participation, and you will be excused from the last two classes,

on Thursday,

for activities you

have with your teachers. The

activity is only available from 7 to 9

am in the library auditorium. And throughout

the week we'll be talking to

you all, to, uh,

coordinate everything properly and see what the

possible scenarios are, okay?

Matthew had raised his hand.

The lady already answered even without me

asking.

Right? So, folks, any more questions

or can we

dismiss the conversation?

I think that's it.

[Music]