Formação inicial do professor: caracterização de um curso de licenciatura em ciências biológicas com base nas Diretrizes Curriculares Nacionais

• Ano de defesa: 2013
• Autor(a) principal: Polinarski, Celso Aparecido
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Educação para a Ciência e a Matemática; UEM; Maringá, PR; Centro de Ciências Exatas
• Palavras-chave em Português: Profissionalização do professor - Ciências biológicas; Formação do professor - Ciências biológicas; Projetos político pedagógicos; Ensino de ciências e biologia - Formação do professores; Ciências Exatas e da Terra; Matemática
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4451

Teacher education has been rethought due to research in education, guidelines and resolutions that have issued changes in the curriculum structure of undergraduate courses, recently. Thus, it is essential to distinguish the Biological Sciences course, at Western Paraná State University, in order to improve the Science and Biology professors background and this was the main reason to carry out this study. Based on political pedagogical projects and on senior students participation, some graduated students and professors from this course, effects of regulations, guidelines and laws were investigated in order to change some issues of the studied course, mainly because bachelor and graduation were divided into two different degrees. Besides, it was analyzed the needs mentioned by the research collaborators (senior students, graduated students and professors) as imperative to improve the course, and identify how the proposal is complied with teacher's training, as it takes part of the course guidelines. Therefore, the applied qualitative research background is based on the content analysis for data handling. All survey participants indicated some needs to improve teacher training, including: increasing some rapprochement between the learning environment and the school environment, increase of supervised practice hours during the teaching time and increase of working hours for specific discipline, mainly by senior students and some professors. As it can be seen, there is some concern expressed by students on enlarging the number of specific subjects and the opportunities of participating on research projects at the biological area, to reveal an identification with biologist education at the expense of graduation. However, the obtained data have also indicated that there is some distinction training for graduation, especially due to its specific needs concerning this educational training, mentioned by respondents and the fact that many graduated students followed the education field, in teaching and also in post-graduation courses. According to this information and documentary analysis of the studied Biological Sciences Course, it can be inferred that despite it is organized to train students to be teachers at Science and Biology, it is still perceives a training background of biologists teachers, depicted by historical action of the studied course, also based on professors' trainers conception in educational formation and the students expectations regarding the course.