Criatividade na formação inicial do professor de Biologia: percepções de estudantes universitários

Abstract

Teacher training should prioritize the development of creative potential, providing practical and reflective experiences, as promoting creativity in education is essential to facing contemporary challenges. The National Common Curricular Base recognizes creativity as a fundamental competence. In this direction, creative teachers can engage and stimulate students to develop their critical thinking and autonomy. Thus, this study aims to analyze the experiences of undergraduate students regarding creativity in the initial training process of Biology teachers at UFRB. For this purpose, the theoretical references used to substantiate the topic include Scheibe (2008), Borges; Aquino; Puentes (2012), Alencar (1990; 2000), Siqueira (2012); Freire (1996), Saviani (1991), among others. The research is anchored in a qualitative approach, classified as exploratory regarding the research objectives. For data collection, a semi-open questionnaire via Google Forms was used, applied to 28 undergraduate Biology students from UFRB. The data were interpreted through Bardin's content analysis (2011) and discussed in light of the theoretical .The investigation results revealed that all undergraduate Biology students at UFRB considered creativity a crucial element in their training. They believe that creativity is essential for developing integrative and independent educational processes throughout their professional careers. Regarding their experiences as future Biology teachers during initial training, it was observed that the creative processes promoted by the instructors were partially present, mainly through diverse methodologies. However, many of these methodologies were either non-existent or had little, The students highlighted that pedagogical practices focusing on creativity should prioritize contextualized learning with everyday classroom experiences, directing the formation of critical citizens. It is concluded that the didactic strategies used by instructor teachers, in preparing future Biology teachers, need to be based on reflexivity and contextualized, playful, scientific, and intentional learning experiences, preparing students for the exercise of teaching in basic education.