Saberes docentes produzidos e mobilizados na formação de professores de Ciências Biológicas em cursos de graduação do PARFOR/UFAM

Abstract

At different moments in time, Brazil is seeing the implementation of reforms in education systems as well as in teacher training policies. Among the policies for this training, we highlight the Brazilian Policy for Teacher Education of Basic Education Professionals; it should be focused on the exercise of the profession of teacher. Thus it is necessary to investigate the contributions that this program has provided to teachers who are students in relation to teaching knowledge and their teaching methods. This study aimed to analyze the contributions of the Bachelor's Degree in Biological Sciences linked to PARFOR the Federal University of Amazonas in relation to knowledge and teaching to the participating teachers. For the development of the work, it was adopted a qualitative approach, with the data collection instruments to document analysis, questionnaire and semi-structured interview. The course coordinator and located class student teachers in the municipalities of Maués and Codajás in the Federal State of Amazonas took part as research subjects. Data analysis was emphasizing content of the statements and documents obtained during the investigation, using the content analysis technique proposed by Bardin. The results indicate that the program is full of weaknesses and shortcomings, making it necessary to improve the way it is offered and the operation of the same conditions in the context of the Federal State of Amazonas. In respect of teaching knowledge, just, of experience knowledge, the course of Biological Sciences PARFOR / UFAM does not take into account this knowledge because if we consider that teachers can help in defining the curricula and their disciplines programs from their teaching practices, this knowledge has great relevance for teacher training. As for the teaching practice of these teachers who are students, the course is providing a new look at the way of thinking their teaching knowledge. So we can infer that the implementation of the course of Biological Sciences PARFOR / UFAM meant changes for teachers who live in the municipalities of the state of Amazonas. Forming a place of discussion, learning, knowledge exchange among the participants and provided an opportunity to reflect the pedagogical practice in the sense of change, to look at the teaching learning otherwise and seek new ways to improve their teaching practice and the quality of basic education teaching in the state of Amazonas.