In a scenario of constant devaluation of teaching work due to the offer of low salaries
and other factors, the question about the interest of the trainees in the teaching
career in basic education and their perspectives emerges. This undergraduate thesis
investigated the professional expectations of chemistry students of the Federal
University of the West of Pará (UFOPA) and their interest in teaching. The
methodology is characterized by a qualitative field research, with the collection of
data through the application of semi structured questionnaires to students of the
Integrated Degree in Biology and Chemistry course – Chemistry career, and
Chemistry graduation course. The formulated questionnaire was submitted to a
validation stage by three specialists, teachers working in elementary or higher
education. After validation, the questionnaires were applied to the student chemistry
classes 2012, 2014 and 2018 of UFOPA. The target audience consisted of 34
respondents, 50% of men and women with a predominance of 17 to 25 years old.
The results indicate that newcomer students and graduates are interested in teaching
career, but also in other areas such as scientific research, chemical analysis, among
others. It was observed that admission to the course is a result of the identification
with the course, besides the professional interest and not necessarily with the
teaching. About 47% of the interviewees believe that the degree course in chemistry
contributes only to teacher education and 53% do not believe it, justifying that it can
act in areas other than the classroom. On the supervised internship, 68% of the
students stated that the it was or will be fundamental to their expectations in the
activities / areas of their choice, 20% said that it is not fundamental, and 12% did not
have assurance. It is concluded that there is a need to construct channels for
clarification of students entering undergraduate courses on the function of the
training of graduates and the social role of teaching professionals, as well as
educational acts for constant evolution and improvement of this activity, that is, acting
as a teacher. It is recommended to carry out studies that indicate the demotivational
aspects of the students in relation to the teaching career.
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