O ensino de Ciências nas práticas dos bolsistas - residentes do Programa de Residência Pedagógica- Subprojeto da Licenciatura em Biologia da UFRB

Abstract

This work has as its theme the Teaching of Science in the practices of the resident scholarship holders of the Pedagogical Residency Program of the subproject of the degree in Biology at UFRB. The program is a public policy for initial teacher training, which aims to train teachers. The interest in studying about this theme and the practices developed in Science Teaching occurred during my participation in the program when I noticed that studies like this can favor the implementation of initial training programs in the academic sphere. It is worth mentioning that the qualified training of teachers is entirely linked to the improvement of the teaching practices that the licentiate students develop during their training. That said, the objective is to analyze the pedagogical practices that the resident scholarship holders of the PRP, Subproject of the Degree in Biology at UFRB, use in Science Teaching. To do so, it is necessary to describe the experiences of the resident scholarship holders in the PRP, to map the pedagogical practices developed by them in Science Teaching, to problematize how the performance of the resident scholarship holders has contributed to the Teaching of Science from the perspective of their practice. As for the methodology, it is qualitative research, with bibliographic, documentary and field research. Data collection was carried out through analysis of experience reports written by the resident scholarship holders, interview with the Preceptor Teacher at the field school, and a conversation circle with the resident scholarship holders. In view of this, it is verified that different practices were used by the resident scholarship holders as pedagogical strategies, as well as the most used were didactic sequences that relate and develop various types of resources, aimed at learning the same content. As well as, other practices were used and were successful, since the participation of the students was intense and positive with significant results, providing the construction of knowledge, as well as the learning of the participants of the program. Thus, the use of diverse strategies was presented as relevant and enriching in the context of Science Teaching in the field school. Therefore, the importance of the PRP for the initial training of residents and for the improvement of these practices is identified, emphasizing that the program, in fact, contributes significantly to the training of students in the teaching degree courses.