A identidade profissional docente do egresso do curso de Licenciatura Dupla em Ciências: Biologia e Química/ISB/UFAM Coari-AM

Abstract

This work aims to analyze the formation of the professional identity of the teacher of the Dual Degree in Sciences: Biology and Chemistry at the Institute of Health and Biotechnology of the Middle Solimões (ISB/UFAM), in Coari-AM, in the formative perspective of the Reflective teacher The initial training aims to prepare future teachers to act in Basic Education, beingableto mobilize different knowledges in the classroom, in the construction and reconstruction of their professional identity. In this respect, it is relevant to understand the initial formation of the graduates in the course under study and how it is favoring the identification of these with the teaching profession. Thus, an analysis of the conceptions and representations that the social actors – coordinator of the course, teacher trainer and graduates of the course, who act as teachers in Basic Education – were carried out on the elements that integrate the professional identity developed in the dual licentiate course in sciences. For that, qualitative research was adopted in a historical-cultural methodological approach, in which data collection instruments were used: documentary analysis of the Pedagogical Project of the Course (PPC), as a way of ascertaining the integrative elements that configure the professional identity of the Student of the course investigated. The data obtained were organized through Discursive Textual Analysis (ATD). The study revealed that the professional identity of teachers is developed in a procedural way, throughout life, and is always being renewed. The elements that constitute the professional identity consist of knowledge developed by the teacher, through his experiences and social interactions, that configure and direc this attitudes, behaviors, values, personal and professional choices. Thus, the professional identity of the egressis quite complex, and it is difficult to analyze its configuration because it is in constant construction, being relative to the history, the educational and professional trajectory of each individual and also of their experiences in the initial formation. It was concluded that the course presents a formative proposal of a science teacher to work in Basic Education, however, the curricular matrix of the course is still organized in a fragmented way, with scientific and pedagogical content being disarticulated, presenting a low degree of interdisciplinarity. It was also noticed that teacher educators still present a technical conception of teacher education, since there is still a greater appreciation in the curriculum of specific knowledge under the pertinent contents of the pedagogical dimension. It is necessary to review these points in the prescribed curriculum and in the conceptions of these subjects, in the sense of favoring the identity formation of the teacher. Through the analysis of teachers trainer’s and graduate teachers' speech, it Became clear that disciplinary knowledge was the most mobilized, in which respondents attributed the domain of Biology and Chemistry content to the professional practice of great relevance. The interviewees also attributed as relevant the curricular and pedagogical knowledge, because they deal with knowledges like: to plan and to evaluate; Choice of text book; and making alternativete aching material. The experiences were mobilized in the various activities of the disciplines of the curricular components of the Practice as a Curricular Component (PCC), Supervised Academic Internschip (ECS) and Academic-Scientific-Cultural Activities (AACC) of the pedagogical dimension, which involved research, extension and teaching. From the analysis of the speeches of the subjects interviewed, it was verified that the course of Licentiate in Sciences: Biology and Chemistry develops significant activities, that aim to develop the professional identity of the teacher, being these subjects, satisfied with their profession and training in the course, which claim to be well accepted in the labor market. It was also identified which course lacked the development of theoretical and practical knowledge, necessary for teachers to act in the school context, as a result of being a training in two courses. Thus, the need for the curricular matrix to be rethought, especially in the disciplines of pedagogical dimension, in order to approximate the contents worked during the initial formation and the school reality.