Percepções dos licenciandos de Biologia sobre a formação inicial na perspectiva dos conhecimentos químico e físico para o ensino de Ciências nos anos finais do nível fundamental

Abstract

The teaching practice to a committed Science education with learning of the chemical and physical phenomena is a challenging and necessary process, which unfolds through the conceptions of scientific education, by the association between science, technologies and society, sustained by research. Nevertheless, when the initial formation of the teacher presents eventual gaps, it results in obstacles to a wide scientific qualification. With that in mind, this study's purpose is to analyse the perceptions of those who hold a Degree in Biology from the UFRB (Federal University of Recôncavo da Bahia), regarding the chemical and physical knowledge built during their initial formation to Sciences teaching in the final years of elementary school. To make this investigation possible, the theoretical perspective applied is based in contributions of authors such as Saviani (2003, 2009), Gatti e Barreto (2009), Carvalho (1998, 2011, 2013), Carvalho e Gil Pérez (2011), Pozzo e Gómez Crespo (2009), Tardif (2011, 2014), Chassot (2003), Bizzo (2009), Zabala (1998), amongst others, who have been essential to comprehend the central investigation categories, such as knowledge, practices and professional qualification. From the methodological point of view, the study assumes a qualitative approach, of the descriptive-exploratory type, therefore, it has been used the semi-open questionnaire, applied along with thirty one undergraduate students, in the initial formation process for a degree in Biology from UFRB. In terms of depth, it has been chosen to perform a semi-structured interview and to use the documents analysis technique (BNCC and PPC), observing and adopting the ethical research principles. For the data analysis, it has been adopted the thematic content analysis perspective, which has allowed a data systematization, its discussion and inferences production. The conclusion is that the arguments in this study show, unanimously, the commitment of Science teaching with citizenship, which makes its teaching essential in schools. Regarding to the current legislation, it is possible to observe the defence of a limited technical knowledge, and also the defence of theoretical-methodological forwarding that manage to instrumentalize teaching and learning, pointing at the knowns of the sciences of nature “important” knowledge for the individual to “knowing how to make”. However, the early formation presents itself disassociated with society demands of information and of the Science teacher necessary knowledge. Thus, it were suggested for the institutions that educates teachers to modernize and/or implement an integrated curriculum that is suitable for teaching chemistry and physics science in the final years of elementary school, as they should be taught for the students' greatest accomplishment.