Licenciatura em Ciências Biológicas : uma análise dos saberes de referência e pedagógicos na formação de professores para os anos finais do ensino fundamental

Abstract

The process of teacher education involves the election contemplated and/or denied knowledge. In terms of knowledge of the science of education and science of nature, it is very important that these are analyzed in its organizational structure in higher education in the Bachelor's Degree in Biological Sciences, graduate teachers who will work in the discipline of science in the final years of the Elementary Education. Therefore, we aim to investigate how the knowledge of reference for teaching and learning are covered by Degree in Biological Sciences UNEMAT for Teaching Science teachers who will work in the final years of elementary school. Some authors are considered as reference: Tardif (2002,2006, 2007, 2008), Gauthier (1998), Shulmann (1986), Oliveira (2002), Lopes (2004), Boiler and Araújo (2009), Gil-Perez and Carvalho (1993), Krasilchik (1985, 1987, 2000), Oliveira (2000), Garcia (1999), NC and CPNBiology. Considered as official documents Opinions/CNE/CES, Resolutions/CNE/CES, National Curriculum Guidelines, Decrees, PPP Course, Course Plans. The methodological construction took place from authors such as: Bogdan and Biklen (1994), Creswell (2007), Minayo (1994), Bardin (1977), Triviños (2008), Yin (2005), Martins (2007) and Gil (2010). Under the qualitative look at the data collection was mainly on official documents, curriculum, course plans supplemented by interviews. These data were submitted to descriptive and interpretive - explanatory analysis. The data reveal a Curriculum Matrix with light teaching, resulting advances a legal requirement, but still considerable gaps for not contemplating some reference content and pedagogical requested to Science Teaching for the final years of elementary school. The predominant frameworks adopted for the construction of the Matrix study were analyzed official legislative documents dealing with the course in Biological Sciences with emphasis on the scientific knowledge across disciplines covered. The perceived knowledge in the documents analyzed Course in Biological Sciences for initial teacher education of Sciences for the final years of elementary school are the reference teacher knowledge. However, this approach does not perceive the theoretical and normative recommendations for teaching such as: work in evolutionary, contextualized view and articulated between areas. Pedagogical guidelines for teaching were perceived significantly less than the treatment given to the contents of reference, especially when considering the final years of elementary school. The way the knowledge analyzed are worked in initial teacher training shows the predominance of the traditional method. The results point to a process of initial training in higher education still distancing front of reference knowledge and pedagogical theorists advocated by educators as the national official documents dealing with the initial training of teachers . The interviewed teachers expressed difficulties in the applicability of the CPN-CN in teaching. Of the four interviews, two reveal that the professor of higher education had in building experiential knowledge of the experience of teachers in basic education, valuesand translates the contents of reference for the elementary school more easily that he had no such passage. The age group - teenagers - do not receive treatment specific study on teacher training.