Contribuições de Paulo Freire à formação de professores de biologia no exercício da profissão

Abstract

The thought of Paulo Freire is known all over the world and has made important contributions to the formation of teachers, from their initial and continued formation, through the construction of the knowledge that sustain the educational practices that nourish the teaching profession, until the understanding of the political dimensions that assume the dialogue as a founding dimension of the processes of awareness and of the conquest of freedom. In this research, the central objective was to investigate the conceptions of the teachers of Biology in exercise on the legacy of Paulo Freire to professional teacher training and how much this legacy has influenced his pedagogical practice. In order to reach the proposed objective, it was essential to approach the reference theorists, since they enabled the founding of the main theoretical categories chosen for research, such as: Freire (1967, 1987, 1996), Krasilchik (2008), Santana (2016), Gadotti (1996; 1997), Barreto (1998), Bicalho et al (2012), Chimentão (2009), Tardif (2012), Demo (2014), Gil (2002, 2010), Lüdke; André (2013), among others. To do so, the qualitative approach was taken, with a descriptive and exploratory character as the most adequate lenses to understand the object of study, using the semi-structured interview as the main data collection instrument, which was applied to five Biology professors in actual professional practice, in addition to the biobibliographic perspective. The interpretation of the data was made based on the categorical analysis, subsidized by the theoretical reference. The results of the research indicate that the teachers had a superficial contact with the works of Paulo Freire during his period of academic formation; and in the spaces of continuous formation, this observation repeats itself. Through the reports of the participants, most of them demonstrated that they made use of Paulo Freire's contributions, even without having studied in depth their works, in general, from fragments propagated in the form of phrases and epigraphs spread over the internet and other channels of (hyper) texts. Most of the participants report that even though they have seen in a superficial way the references of Paulo Freire, focused on the education and training of the Biology teacher, and perceive their relevance to the student's learning, since it leads him to participate in the construction of knowledge in an autonomous, dialogical and shared way. Even the participant who affirmed that the work of Paulo Freire is not relevant to the teaching practice, demonstrated to make use of the works of the author in his pedagogical routine. The research also points out that although Paulo Freire is well known and his works are very quoted, although superficially, his thoughts have not reached the formation of the specific area teacher, in this case, the professor of Biology. However, it is noticeable that its brand is expressive in the Education of Young People and Adults (EJA), above all, by the teachers who work with the modality.