Alfabetização e letramento científicos na formação inicial de professores: as vozes de bolsistas do Programa Residência Pedagógica-subprojeto Licenciatura em Biologia da UFRB

Abstract

The initial training of teachers has undergone various debates over the years, which has enabled several advances through deepening research and various reforms involving the teaching and learning process. In this sense, training reflective teachers who contextualize Biology teaching is one of the main objectives of teacher training courses, as it carries the potential for transforming the educational landscape. In light of this, this research aimed to understand the perceptions and challenges in developing Scientific Literacy and Literacy from the perspective of pre-service teachers who participated in the Pedagogical Residency Program in the Biology Teaching Degree at UFRB. To achieve this central objective, it became essential to study reference authors for theoretical grounding, such as Freire (1987), Chassot (2017), Zabala and Arnau (2010), Sasseron (2008), among others. The research was based on a qualitative approach, descriptive and exploratory in nature. A semi-open questionnaire was used, applied to twenty-four (24) residents regularly enrolled in the Biology Teaching degree course, in addition to a semi-structured interview conducted with eight (08) students who participated in the Pedagogical Residency Program. The data were analyzed according to Bardin's (2011) content analysis and explored considering the theoretical framework. The results obtained at the end of the investigation suggest that the research participants show a certain familiarity with theterms Scientific Literacy and Literacy, indicating that they had contact with these terms during their training. However, the participants do not consider that the curricular components addressed these concepts in a way that produced the necessary knowledge about them, highlighting that the Pedagogical Residency Program was mainly responsible for providing knowledge on these themes. It was also evident that the main difficulties faced by Residents in teaching practice are related to students disinterest in basic education, as well as school structure and resource scarcity Regarding pedagogical practices and perspectives, it was observed that diverse methodologies closely related to promoting and implementing both Scientific Literacy and Scientific Literacy were used. It is concluded that students had contact withappropriate knowledge that served as a foundation for their pedagogical practices.However, it is emphasized that necessary attention must be given to Scientific Literacy and Literacy in curricular components, as there is a need for further depth in these areas.