O ensino na licenciatura em Ciências Biológicas: concepções dos professores formadores das disciplinas específicas

Abstract

Historically, the graduation in undergraduate courses has experienced the bachelor's and degree in biological sciences dichotomy. Teacher training in the Biological Sciences Degree at UFPB is divided into pedagogical and specific subjects in Biology. Pedagogical disciplines are generally understood as those that form the Basic Education teachers and are given by professors linked to the Education Center, while specific disciplines are understood as those that form the bachelor, the researcher, however, those latter disciplines also make up the subjects that form future teachers. The training of future teachers in the degree in biological sciences. has gone through the contradiction between pedagogical knowledge and specific knowledge that stems, among other aspects, from the teaching given by the professors. Based on the above, this research aims to: understand the teaching conception of professors who train the specific disciplines in the Biological Sciences Undergratuate Degree Course at the Universidade Federal da Paraíba. The study has a qualitative approach, based on theoretical and methodological historical-dialectical materialism, as it understands it as the method capable of approaching the essence of the object of study, seeking to understand it in its course, movement and unfolding. The information was obtained through semi-structured interviews, with eight professors of the specific subjects of the course and analyzed based on hermeneutics-dialectics. This analysis technique allows the interpretation of the meanings that the subjects elaborate in their speeches and the understanding of such meanings in the face of the contradictions that constitute them, relating these meanings to the social context through dialectics. The analyzes show that the professors that form teachers have a traditional, academic-scientific, teaching concept; and for the need for a teaching method that considers the school reality in the teacher training process, a specific knowledge of Biology for the school built from the dialectical relationship between specific and pedagogical knowledge.