Integrated Degree in Chemistry and Physics

The Integrated Degree in Chemistry and Physics is a pioneer in Brazil and innovative in the articulation of three fields of knowledge: Education, Chemistry and Physics. 

The graduate in the Licentiate Degree in Chemistry/Physics is qualified to work in educational institutions as a teacher of basic education, in school institutions and other social spaces that involve educational work, within the training areas discussed by the degree. 

This is an evening course: 

- Course 56 – Integrated Degree in Chemistry and Physics 


Course proposal integrates areas that complement each other 


Critical and reflective teacher training  

The Integrated Degree in Chemistry and Physics is a pioneer in Brazil and innovative in articulating three fields of knowledge: education, chemistry and physics. The course proposal contemplates a current trend in education, which is the integration of knowledge from complementary areas. Although they have different ways of approaching their problems, chemistry and physics have a number of common elements. 

Aimed specifically at teacher education, the course curriculum dynamics integrate both the contents of the fields of physics and chemistry as well as education, encompassing knowledge related to the humanities and seeking to fully form the future teacher to understand the school reality and the responsible exercise of teaching. To this end, the course combines the specific contents of the three areas, with emphasis on public educational policies, the construction of pedagogical knowledge and the reality of Brazilian education. 

This training qualifies students to work in educational institutions, both schools and non-schools, both in teaching, as a teacher of basic education, and in other dimensions of educational work. This professional training includes an experience with research, as well as a reflection on political and cultural aspects of educational action. 

The Integrated Degree in Chemistry and Physics is taught at night, under the responsibility of the Faculty of Education and the co-responsibility of the Institutes of Chemistry and Physics. 


Far beyond the course subjects 

The course setup, prepared by the three departments involved, sought to integrate the time of study of the necessary knowledge for the teaching practice in physics and chemistry with the possibility of living in the university environment. The objective was to enable the student to perform activities such as library research, development of coursework for the classes, monitoring, use of computer resources, participation in mid-course study programs, as well as participating in the entire set of scientific and cultural activities promoted at Unicamp. 


One course, two modalities 

In the first six semesters of the course, considered to be the basic stage, subjects are taught in the fields of physics, chemistry and education. It is a period that allows the student to have a greater contact with chemistry and physics, and with the issues involving the teaching of such subjects, in order to assist them in their choice of one of the modalities of the course (degree in Chemistry or degree in Physics), which occurs at the end of the sixth semester. If the student so desires, they may graduate in the second modality after the end of the first. In this case, they must complete the subjects corresponding to the second modality. 

In addition to the common part of the curriculum, those who choose to have a degree in physics will have subjects that address the following themes: classical mechanics, quantum mechanics, thermodynamics, electromagnetism, optics, atomic and molecular physics, nuclear physics and condensed matter physics. In the curriculum of the degree in Chemistry, the classes bring the student in contact with the knowledge of inorganic chemistry, organic chemistry, analytical chemistry, physicochemistry and biochemistry. 

In both undergraduate degrees, the set of subjects includes theoretical studies and a set of practical activities, some of which address specific content in teaching situations. Upon completion of the course, the professional, besides being qualified to teach in high school, may also pursue an academic career, entering graduate programs and university teaching. 



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