Constituição da identidade docente numa perspectiva intelectual: as concepções de um grupo de estudantes da licenciatura em biologia da UFRB

Abstract

Teachers who work in the teaching of Natural Sciences and Biology in the context of Basic Education are challenged to think about the attributes of the teaching profession since the initial formation. In this direction, the formation of the intellectual teacher and the construction of his identity are presented as structuring dimensions to make him learn about his profession and his role in the formation of citizens. Therefore, the objective of this research was to understand the conceptions of the licenciando in Biology of the CCAAB / UFRB on the professional identity and the course of becoming an intellectual of teaching. In order to pursue this purpose, it became crucial to approach the reference theorists, for the reasoning of the categories reflected in this scientific investigation, such as: Giroux (1997), Freire (1987), Dubar (2005), Nóvoa (1992), Gatti (2009), Tardif (2012), among others. The research was based on the qualitative approach, of the case study type, which was used of the semi-structured interview as the main data collection instrument, and was applied to twenty-one (21) students of the aforementioned degree. The data were interpreted through the content analysis of Bardin (2011) and discussed in the light of the theoretical framework. The results found at the end of the research indicate that most of the future Biology teachers are in conflict with the course they take and their formative / professional purpose. The dichotomy evidenced by the participants about the knowledge of the specific area and the knowledge of the pedagogical area, proves to be one of the impediments to the constitution of a more solid professorial identity. Most of them stated that they had never had access to the denomination "intellectual teacher", nor did they think more carefully about the attributes of a professor of Sciences and Biology of this magnitude, reducing it to a professional who "dominates contents" and corroborating with the biases content, disciplinary and bachaleresco that mark the conception of teacher training found in the results. This finding in the initial formation points to a simplified notion of the profession and the teaching knowledge that help to forge the professional identity of the future teacher, distancing it instead of approaching it to an intellectual of teaching. It is concluded, given the results found, that the training of Science and Biology teachers as transforming intellectuals poses as a challenge to be faced by the collegiate structures responsible for (re) thinking the course of Biology Degree in general, and teachers teacher trainers in a more specific way. As for the graduates, it is desirable to produce meanings about the profession, along the course of their training, assuming themselves as teaching intellectuals and aware of their role in the formation of autonomous, critical and (cri)active people.