A formação inicial na concepção docente: necessidades formativas de professores egressos do curso de Licenciatura em Ciências Biológicas
| Ano de defesa: | 2018 |
|---|---|
| Autor(a) principal: | |
| Orientador(a): | |
| Banca de defesa: | |
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Federal da Paraíba
Brasil Educação Programa de Pós-Graduação em Educação UFPB |
| Programa de Pós-Graduação: |
Não Informado pela instituição
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: | |
| Link de acesso: | https://repositorio.ufpb.br/jspui/handle/123456789/13095 |
Resumo: | Based on the paradigm of Technical Rationality, the degree courses in natural sciences prioritize the disciplinary knowledge to the detriment of professional knowledge, curricula and teaching experience, thus leading to an encyclopedic formation, that does not prepare the future teacher for the various challenges of the professional reality. Faced with this, investigating teachers' conceptions of their formative itinerary presents itself as a way to understand the formative needs of teachers, enabling curricular restructurings closer to the real demands of the basic school. Thus, the present study aimed to analyze the degree course in Biological Sciences of the UFPB, based on the teacher's conceptions and training needs of high school biology teachers in the city of João Pessoa-PB. For the development of this research, the qualitative approach was used, through the phenomenological-descriptive method. It was investigated the experience of ten Biology teachers on the phenomenon of initial formation, through semi-structured interviews that contemplated the conceptions of professional identity, course, curriculum and teachers. As a result, we identified 237 significant assertions, referring to the description of the phenomenon of the initial formation of the teachers interviewed. Regarding the professional identification, the reports indicated that the teachers presented an awakening for their professional identification from the observation and learning with the teachers that they had in high school. During the university, the moments of strengthening of this professional identification took place in the experiences in projects extracurricular, that took the graduating ones to reflect and to experience the with the school context. During the graduation, they pointed success and problems whith the university. They considered important the practical classes and the learning of the specific contents of Biology (especially those in the area of Botany), as well as the experience in the extracurricular projects focused on the knowledged and teaching skills, mainly through the PIBID-Biologia of the UFPB. As the problems of the graduation, they reported the disarticulation between the matters of the graduation and the reality of the school, with a deep separation between what they learned in class, and what they needed to know to be teachers, as well as the absence of content that, even in the curricuralum of basic school were not taught during the university. Another important criticism, in the report of the experiences with the investigated phenomenon, was the incoherent instructions objective that some university professors presented during your lessons, which, many times, ministered the classes as if they were graduating bachelor's degrees in Biology, and not future teachers. This criticism was directly related to the other two observations of the investigated subjects; the difficulty of many university professors in developing didactically efficient classes, and the small number of teachers with an academic background in the field of education, characteristics that impose obstacles to quality training, both as regards teacher education and in the training of researchers educational, and curricular restructuring consistent with the actual training needs of a teacher in training. |