A formação docente em ciências biológicas : um estudo com professores iniciantes

Abstract

This study fits itself in the scope of the inquiries searching to argue and to understand the process of professional learning of the teaching process. It has as reference the qualitative boarding of the research and it aims to answer the following question: how the egresses from the course of Biological Sciences of the UFMT/ICEN/CUR learn the learning process in the initial phase of the exercise of the profession? In order to carry it through, the main instrument of data collection was the questionnaire of characterization of the participants as well as the individual interview in depth. The citizens of this research were four teachers of the public education of Rondonópolis-MT. All egresses from the course of Biological Sciences of the UFMT/ICEN/CUR, with less than three years in the teaching exercise, which have auto- named themselves: Antonio, Otávio, Vida and Luiza. The adopted theoretical referencial is based, among others, in Tardif (2002); Shulman (1987); Rasp, S. (2003); Rasp, E. (2006); Mizukami (2004); Huberman (2000); Reali (2002); Guimarães (2006); Oak (2005); Marcelo Garcia (1999) and Rock (2001) and defends the idea of that the learning of the teaching process is a continuous process that takes place along with the teaching career and that the initial phase of profession is a singular period, marked for specific facts , which deserves, in my opinion, an investiture on researches to help to build a " theoretician arcabouço", that allows us to understand this period of professional initiation better. There have been considered as axles of analysis for this inquiry: 1) the trajectory of life of the participants of this study; 2) the initial formation: the Course of Biological Sciences; 3) the initial experiences of the teaching process and 4) the learning of the teaching process and the professional development in the phase of in the teaching career ingression and 5) the character of in-depth training. About this direction, I think it is important to detach that the analysis axles are configured only as great subjects to be investigated, therefore I tried to make the analyses from what the findings disclosed to me. The collected data had demonstrated that the learning of the teaching process of these beginner teachers takes place through the intersection of some formative contexts, what conciliates the theoretical perspective of Tardif (2002) of "plural knowledge", deriving of some formative instances of the citizens . The professors of Biological Sciences learn the teaching process in this initial phase of profession through many ways: by watching models of teaching process in their own family, by recalling the performance of the basic school teachers, during graduation course, by changing experiences with old professors , through self-study, in and for the own reflection over personal practices, in the relationship with the students, among other things. This study, besides revealing the form as these just-professors learn the teaching process in the beginning of teaching, concerns the difficulties faced in this stage of entrance in the teaching career. Therefore, it is added other inquiries, that indicate the necessity of a pedagogical support to beginning professor and, moreover, points some theoretical contributions that will be able to become object of reflection for the perfectioning of the Course of Biological Sciences at UFMT/ICEN/CUR.