A formação inicial de professores de ciências biológicas: limitações e contribuições da práxis no exercício docente campo

Abstract

The present research has as objective to analyze the contributions of the elaboration of Didactic Sequences (SD), for teaching and learning in Sciences, as a possibility to associate the theory with the practice in the initial teacher training in a Bachelor's degree in Biological Sciences. The study counts on the participation of nine graduates, four graduates enrolled in the 5th semester and five graduates enrolled in the 7th semester, both of whom came from the Licentiate course in Biological Sciences of the Federal University of Mato Grosso do Sul. Of teachers, this research points out numerous changes in legal terms that guided undergraduate courses, based on theoretical references that discuss the historical process of the training of basic education professionals in Brazil. The methodology is anchored in the Collaborative Qualitative Approach, which allows the researcher to interact with the participants and foster discussion and reflection moments regarding theoretical and practical knowledge and teacher training, allowing (re) thinking and modifying practices related to the exercise of teaching. The following stages of this investigation were carried out, which consisted of the analyzes of the Pedagogical Project of the Course (PPC), the answers of the graduates described in questionnaires, the dialogues obtained through the recording and transcription of the audios in the collaborative meetings and the SD elaborated. The data collected were analyzed according to the Content Analysis, through the structuring of categories. The analysis of the data made it possible to verify that in the syllables of the Teaching Practice disciplines set out in the PPC they present contents of theoretical (knowledge) and practical (know-how) dimensions. We verified that the licenciandos have different perceptions and knowledge on the subjects related to the teaching practice and that in a way they are influenced by the personal, scholastic and academic experiences experienced by them during the formation. In addition, we emphasize that the training developed for the study, reflection, discussion, elaboration and analysis of DS has led to the introduction of new knowledge aimed at the teaching and learning of scientific knowledge. We emphasize that during the proposed formation and elaboration of the SD, it was possible to relate the theory to the practice, leading the graduates to rethink and reflect on the pedagogical practice itself. However, we believe it is necessary that the relationship between theory and practice be present throughout the teaching training process and not only in isolated situations of the course or in certain disciplines.