Os Processos formativos dos estágios supervisionados na constituição de professores de ciências e biologia

Abstract

This thesis deals with the initial formation of teachers and how the supervised stages constitute the teachers of Science and Biology. The research was carried out in a public university in the state of Mato Grosso do Sul, with four undergraduate students in Biological Sciences in the five Supervised Stages, being an Educational Management stage, two stages in Elementary School and two stages in High School. At the end of the research was presented the profile of the four teachers in training from the analyzed data, as well as a proposed change for this undergraduate course. For this purpose, an analysis was made in the official documents of the Biological Sciences course, such as the Pedagogical Project of the Course – PPC and Teaching Plans of teachers, as well as the legislations and resolutions that legitimized them, to characterize the curricular proposal of formation of this course specific. Another part of the research was carried out at the locus of the teachers’ constitution process, the supervised stage classroom, through video footage of the presential classes at the university, which after being revisited and selected were transcribed and underwent a Microgenetic Analysis supported by historical reference cultural. In-service training teachers have developed critical and reflexive characteristics, breaking with early conceptions linked to common sense as far as teaching is concerned. The stages made it possible to identify in the spoken and written narratives of the licencings processes of internalization of concepts related to teaching pointed out by the bibliography as necessary to the good teacher. It was possible to identify in the PPC that the proposed Biological Sciences course seeks to break with the technicist model (“3+1”) by diluting the stages from the middle of the course. Although this fissure occurs in the model, there is still a discrepancy between the disciplines of didactic-pedagogical knowledge of teaching, education and internships with those of scientific-biological knowledge, prevailing most of the workload for this last group of disciplines.