Questões de gênero e a formação de professores e professoras de Ciências e Biologia

Abstract

The present work, entitled "Gender issues and the training of professors of science and biology", aimed at investigating the social representations of undergraduate students in Biology at UFRB regarding gender relations, taking as reference the mediation between the processes the university and the field training camp. The theoretical framework was constructed mainly from the analytical perspective of gender of Guacira Lopes Louro (1997; 2008; 2009; 2011; 2013); Judith Butler (2003); Lins, Machado e Escoura (2016); Maria Christina S. de Souza Campos (2002). The research consists of a qualitative study. For its consolidation, interviews were conducted using a semi-structured questionnaire. Participants in the study were students of the Licentiate in Biology course at UFRB, who were enrolled in the curricular component of Supervised Internship or observation, in order to investigate the mediation between the training camp and the university training process. Among them: 3 students were from Supervised Internship I; 2 students from Supervised Internship II; 3 students from Supervised Internship III and 3 students from Supervised Internship IV, totaling 11 students. The interviews were carried out in two ways, due to the availability of the participants: individual interview with eight students and the collective interview with three students. For the data treatment, the recorded interviews were transcribed and then analyzed using the Content Analysis (CA) technique described by Bardin (2009). The survey reveals that the graduates who collaborated with the study do not feel prepared to tackle such problems. The PPC course does not provide any determination to approach this knowledge. It is also noted in the perceptions of the graduates and in the analysis of their pedagogical practices that when the theme is dealing with gender issues, most of them do not really know what to do. They admit that there are gaps in the training process and feel awkward to face moments and situations that run away from what is expected and considered normal. In any case, it was verified through the students' perceptions that the theme of the genre is taboo and controversial, and the teachers of both basic and university education avoid working. The challenge is enormous and demands the commitment of all. It is up to the teacher training courses to attend to the problems in education and seek to train professionals prepared to face the resulting tensions.