Prática de estudo de ciências: formação inicial docente na unidade pedagógica sobre a digestão humana

Abstract

The present investigation aimed to examine how prospective science teachers, the final years of school, practice teaching activities about the content related to human digestion? The research was conducted with students from 4th year of the Bachelor's Degree in Biological Sciences, State University of Mato Grosso do Sul, University of New World Drive. Through study sessions outside class time of course, there were collections of students' educational productions. In this context, the methodology was adopted as a qualitative approach, in view of Marli Andre Menga Lüdke and Joel Martinez, with the support of the phenomenological method, based on assumptions contained in the studies of Maurice Merleau-Ponty, Rezende and Antonio Muniz Maria Aparecida Viggiani Bicudo. The analysis of teaching activities, practiced by the research subjects, occurred as assumptions Theory of Anthropological Didactic, in studies presented by Yves Chevallard, Marianna Bosch and Josep Gascón and Berta Barquero, in current discussions on teaching of science, according to studies Jean Pierre Astolfi, Michel Develay Antonio Cachapuz, Daniel Gil-Pérez, Attica Chassot, Demetrio Delizoicov and in discussions of teacher training, according to studies by Maurice Tardif, Nóvoa Antonio Pérez Gómez, Kenneth Zeichner, David Schön. During the study sessions, the subjects solved activities, from the contents of human digestion, taken from a textbook of Sciences, where organizations developed praxeological through biological organizations and educational organizations considered ideal: Constructivists, and Classical empiricists, they validated and institutionalized. We identified these organizations praxeological, characteristics of organizations Punctual as anthropological theory. According to the theoretical study, we identified as essential to change the paradigms of teacher education in the area of research focused on this knowledge. Not enough to draw praxeology deemed correct, we must go further. It is necessary that teacher training would assist the development of new educational organizations that allow the deepening of the themes of study, and provide autonomy to the future teachers to manipulate explanatory models from the development of new techniques.