Aprendizagem profissional do futuro professor de biologia em formação na Universidade Federal do Recôncavo da Bahia

Abstract

The professional learning of the Biology teacher results from an investment process of the person who chooses to belong to the teaching profession, which starts from the procedures for admission to the licentiate course and goes deeper from the first contacts with the teachers in the specific areas and pedagogical. This initial formation necessarily occurs in institutions of higher education accredited by public bodies that regulate education, however, there is no point of arrival, given the incompleteness of both the profession and the professional who holds the teaching profession. In this direction, the objective of this research was to analyze students' conceptions about the process of professional learning and the contributions of the undergraduate course in Biology of UFRB to the construction of theoretical-practical knowledge for the future teacher of Basic Education. In order to achieve this central purpose, the theoretical contributions of authors such as: Nóvoa (1992, 2009), Maturana and Varela (1995), Pimenta (1999) and Tardif (2012) among others. The research assumes the qualitative approach, of the descriptive type, and has the interview and questionnaire applied to 20 (twenty) students enrolled in different semesters, and has the interview and questionnaire applied to 20 (twenty) students enrolled in different semesters, which unfold in the different eliminatory phases of data collection, and with the analysis of the Pedagogical Project of the Course (PPC) of Licenciatura in Biology, notably through the components that make up the curricular matrix, which in some way favor professional learning, with emphasis on theoretical and practical knowledge of teaching. The analysis of the data was based on Bardin (2011), whose decoding allowed the categorization, from the interpretation of the information collected through the themes that emerged. Finally, the participants recognize the complexity of the professional training of the teacher who teaches Natural Sciences and Biology, respectively, in the Fundamental and Middle levels, in view of this, conceive that teaching should be learned. Thus, although the respondents defend that the course has a quality curriculum and that responds in a medium way to the teacher training, they affirm, that the components have contributed in some way to the professionalization, however the pedagogical project needs to undergo structural transitions, since students affirm that they do not complete the degree fully prepared to act professionally, teaching in the Basic School, mainly because of the absence of a more direct connection between the specific knowledge and the pedagogical ones, focusing on training gaps that hinder the construction of the professional identity.