Conexão universidade e escolas públicas: percepções dos sujeitos envolvidos no estágio do curso de licenciatura em biologia da UFRB

Abstract

This work aims to investigate how the connection between university and schools can contribute to qualify the formation spaces of the graduates in Biology. We seek to elucidate the following question in the context of the text: What is the relevance of the connection between university and public schools in the process of training graduates in Biology of UFRB from the perspective of the agents involved in the process? Therefore, in the methodological course we conducted a field research characterized as qualitative, descriptive and exploratory, having as subjects Nature Sciences and Biology teachers, as well as pedagogical coordinators from schools of the State and Municipal Network of the city of Cruz das Almas – BA , teachers responsible for the curricular component Supervised Internship and graduates in Biology of UFRB who were attending the course of Supervised Internship during the conducting of the research. The data were analyzed based on Bardin’s perspective (2009). In the face of the data analysis, the participants evidenced the relevance of the curricular Internship as a fundamental stage in the Teacher Training, highlighting the need for recognition between the institutions as fundamental spaces in the formation process. About the relationship between university and school in the process of internship the results converge before the dissatisfaction with the fragility in this relationship through the lack of return of the university to the schools after the accomplishment of the internship that is seen as an activity that uses the school as a data provider and these schools are not contemplated with the results of these discussions. As for the contribution of this relation, the participants characterize it as a central instrument in the training of teachers. In this sense, the collected data indicate the urgency of the university to improve the quality of the relationship with the schools, promoting the integration through the importance of these spaces that give students a realistic experience of their professional performance being essential in the process of teacher training.