Formação de professores para o ensino de ciências naturais e biologia: as contribuições da licenciatura em biologia para a inovação pedagógica

Abstract

Being an innovative teacher is a great challenge to be fulfilled because there are no ready and finished answers to the assumption of this important teaching functionality, however, it is necessary constant studies, creativity, criticality, patience and persistence to go in search of the new, to know to change when necessary, knowing how to attend to diversity, being tolerant and understanding the demands that arise in everyday life in the classroom. The teacher in the context of his initial training needs to meet the emerging needs in the scope of the teaching and learning process, so as to enter the field of curricular stages be able to develop innovative strategies that will contribute in both the internship environment as well as in the experiences of the trainee, inside and outside the university. In this perspective, this study aimed to investigate the conceptions of the undergraduate students in Biology of the Federal University of the Recôncavo of Bahia (UFRB) on the contributions of their initial formation to the innovation for the teaching of Natural Sciences and Biology. In the face of the numerous scientific productions on the subject, it was necessary to use some authors of great importance on the subject under debate to better base this study, being: Pimenta (1994); Freire (1996); Krasilchik (2008); Behrens (2011); Pimenta and Lima (2012); Cunha (2012); Ferreira (2014) and Garcia (2017). This is a qualitative study and presents aspects that characterize it as an exploratory and descriptive research, in which the semi-open questionnaire was used as instrument for data collection, applied to a total of twenty-five (25) undergraduate students in Biology. Thus, after analyzing the content and confrontation with the authors of reference, it was evidenced that the course of Biology Degree contributes directly to the training of students as future innovative teachers. Thus, it is concluded that it is of the utmost importance that the graduates, even during their initial formation, have early contact with the pedagogical disciplines, so that they develop the capacity to innovate during the internship and direct this innovation initiative to their future professional field.