Descobrindo caminhos para a educação em HIV e AIDS: um olhar sobre a formação inicial docente em Ciências e Biologia na UFPB

Abstract

Reflecting on the initial training of Biological Sciences teachers leads us to consider the challenges of preparing future educators, especially in a context of devaluation of education and its professionals. Schools play a crucial role in disseminating essential knowledge, skills, and attitudes about HIV and AIDS to millions of students, positioning them at the forefront of the fight against the HIV and AIDS epidemic. This study aimed to investigate how the initial training of Science and Biology teachers at the Federal University of Paraíba prepares students to address the topic of HIV and AIDS. Data collection was carried out using two complementary strategies: document analysis of course syllabi and the administration of questionnaires to graduating students. Seventeen students from the Biological Sciences teacher training program at the Federal University of Paraíba (UFPB) participated, with ages ranging from 22 to 47 years; of these, 64.7% were mixed-race, female (64.7%), and heterosexual (70.6%). Among these participants, 12 students (70.6%) reported feeling minimally prepared to address this topic based on the training they received during their studies, while five students (29.4%) felt completely unprepared. Overall, students reported acquiring knowledge on the subject mainly through internet research. Document analyses of course syllabi and the training curriculum revealed gaps, highlighting the need for a more specific and in-depth approach to HIV and AIDS. Additionally, analysis of the questionnaire responses, conducted through Bardin's Content Analysis, confirmed the findings of the Course Pedagogical Project analysis, indicating that the limited attention to the topic of HIV and AIDS in the curriculum is reflected in the graduates' responses. Therefore, given the relevance of the topic, it is hoped that this work will inspire further research contributing to the construction of more inclusive and informative curricula that genuinely equip teachers to respond effectively to the HIV and AIDS epidemic.