The Federal Institute and the Licenciate Degree in Chemistry: The Paths to Become a Teacher Trainer in Different Spaces of Levels and Modalities

The paper presents an excerpt of a doctoral research that focused on the Federal Institutes, their historical setting and teaching practice, where different levels and modalities of teaching coexist. The consolidated licenciate degrees in the IF show formative paths that are materialized in the diversity, and the research investigated the structuring of the teacher profile identity of the IF trainer teacher and their experiential teaching knowledge at different levels and modalities. The praxeological knowledge of Pierre Bourdieu and his relational analysis system is the theoretical background used to correlate the teacher and the arrangements of the institution. We used the Critical Communicative Methodology (CCM) to analyze 14 semi-structured questionnaires applied to licenciate degree trainers at five campuses. The MCC identified the obstacle element fragmentation in levels category, it comes from the performance in a level and/or modality. In which, we identified a certain distance of the teacher from the institution internal dynamics, mainly from the interaction between High School Education and College Education. The transforming element of interlevel teaching category showed a plural, versatile and adaptable teaching profile to the institutional dynamics. The diversity of the IF makes it possible to design training paths that internalize the interactivity of experiences in the high school education and chemical teacher training, expanding the view of the trainer to the profession.