Identificando modelos pedagógicos e derivações epistemológicas no estágio supervisionado

Abstract

Considering the importance of knowing how to handle the teaching relationship - learning for teacher training, this work aimed to identify which teaching model and the epistemological derivation is being used in biology lessons in two high school classes in a College of State network of Education, in Cachoeira, Bahia, during the process of the supervised stage Degree in the Federal University of Bahia Reconcavo Biological Sciences. To this end, we conducted a descriptive, qualitative study and to deepen the topic, bibliographic research and a documentary, with analysis of the Pedagogic Political Project (PPP) of the College. It was used as instruments for data collection in the classroom, the non-participant observation with annotation in a field diary. Later, the data were submitted to thematic content analysis of Bardin and the theoretical framework that guided the identification of pedagogical models and epistemological derivations. The observations and documentary analysis of the PPP showed dichotomy between this socio-interactionist perspective of the College and the predominance of directive pedagogy and empiricist epistemology, which effectively have been used in biology classes this school. Thus, it was possible to understand the relationships developed in the classroom, providing opportunities for the development of reflective process that strengthen the teaching identity. It is suggested that the process of observation during the stages in teacher education is permeated by identifications of pedagogical models for contribution in the critical training and conscious of the professor of biology.