Formação, currículo e identificação docente: um estudo de caso no curso de licenciatura em Ciências Biológicas da UFPB

• Ano de defesa: 2022
• Autor(a) principal: Duré, Ravi Cajú
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Formação docente; Formação de professores - Ciências biológicas; Identidade docente; Engajamento acadêmico; Teacher training; Teacher training - Biological sciences; Teacher identity; Academic engagement; Formación docente; Formación de profesores; Identidad docente; Compromiso académico; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/26358

Professional identification is a fundamental aspect for the engagement of students in a university course, in such a way that student involvement with the area of education is a central theme for the development of teacher training, reduction of university dropout, and the consequent expansion of the insertion of qualified professionals in Brazilian schools. The present study aimed to analyze the didactic-curricular elements that influenced the process of professional identification in the biology teacher training at the Federal University of Paraíba (UFPB), and its repercussion in the formative and professional paths of students. We developed a case study with a qualitative approach of a unique, instrumental and descriptive purpose. Our sampling was intentional and took place through data collection in three units of analysis: questionnaires and interviews applied to graduatede students (97 questionnaires and 11 interviews); questionnaires to former students who dropped out of the respective course (65 dropouts); and the documental analysis of the course curriculum documents. The analysis was performed using the data triangulation technique, relating the results found in the three analysis units through the document analysis of the PPP, and content analysis of the questionnaires and interviews. As main results, we identified a formal curriculum structure and a pedagogical practice mainly focused on training in the Environment and Biodiversity sub-area, with 58% of the course classes aimed at this field of activity, and only 29% at the Education sub-area. Such curricular configuration had repercussions on the recurrent identification of teachers in training with the Environment area, which was responsible for producing professional intentions in 50% of the participants of the research. Despite this identity formation, when analyzing the real professional destiny of these biologists we identify only 3% of the graduates reported having already worked in the Environment area, 6% in the Health area, none worked professionally in the Biotechnology area, 15% changed their area, and the most graduates (60%) work in the sub-area of Education. Such data show a course that, despite being intended for teacher training, with graduatedes who mostly work in Education, develops a process of engagement and professional identification predominantly directed to the sub-area of Environment Biodiversity, constituting a contradictory identity process between student desires and professional realities that these graduatedes experience upon completing their biology teacher training.