Professore(a)s formadore(a)s de cursos de licenciatura em Ciências Biológicas: significações atribuídas ao trabalho docente na universidade
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Data
2019-09-27
Autores
Zaneti, Josiane de Cássia
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Universidade Estadual Paulista (Unesp)
Resumo
Fundamentando-se na pedagogia histórico-crítica e buscando aproximar a investigação à lógica dialética, a presente pesquisa objetivou identificar, analisar e compreender as significações de docentes universitário(a)s da licenciatura em Ciências Biológicas sobre seu trabalho como formadore(a)s de professore(a)s de Biologia e Ciências. Para tanto, algumas questões conduziram a pesquisa, dentre as quais: como docentes de diferentes cursos de Licenciatura em Ciências Biológicas compreendem diferentes aspectos de suas atuações como docentes formadore(a)s de futuro(a)s professore(a)s? Como desenvolvem as disciplinas que lecionam para este curso? Como avaliam as condições do trabalho docente nas universidades públicas na atualidade? Tendo por base a proposta dos Núcleos de Significação foram realizadas entrevistas semiestruturadas com três professore(a)s universitário(a)s, com a produção de, aproximadamente, nove horas de áudios que foram transcritos e analisados. Esta metodologia busca sintetizar as mediações constitutivas do sujeito e alcançar as significações do(a) participante com foco no objetivo pretendido. Os resultados apontam que os participantes entendem que a educação tem papel na transformação social e a entendem como uma prática social política. Também indicam a precarização de seu trabalho docente na universidade.
Having the historical-critical pedagogy as a base and attempting to get the research closer to the dialectical logic, this study aimed to identify, understand and analyze the meanings related to the work of Biological Science professors while preparing Biology and Sciences teachers. Therefore, some questions guided this analysis, such as - What is the understanding professors, of different Biological Sciences bachelor courses, have about the different aspects of their role while teaching future teachers? How do they develop the subjects they teach in this course? How do they evaluate the professors work conditions in public universities nowadays? Based on the proposal of the Nuclei of Meanings, semi-structured interviews were conducted with three university professors, having as a result approximately nine hours of audios that were transcribed and analyzed. This methodology seeks to summarize the constitutive mediations of the individual and achieve the participant’s meanings having as a focus the intended goal. The outcomes indicate that the participants understand the education role in social transformation and as a political social practice. The same results also highlighted the precariousness of their teaching work at the university.
Having the historical-critical pedagogy as a base and attempting to get the research closer to the dialectical logic, this study aimed to identify, understand and analyze the meanings related to the work of Biological Science professors while preparing Biology and Sciences teachers. Therefore, some questions guided this analysis, such as - What is the understanding professors, of different Biological Sciences bachelor courses, have about the different aspects of their role while teaching future teachers? How do they develop the subjects they teach in this course? How do they evaluate the professors work conditions in public universities nowadays? Based on the proposal of the Nuclei of Meanings, semi-structured interviews were conducted with three university professors, having as a result approximately nine hours of audios that were transcribed and analyzed. This methodology seeks to summarize the constitutive mediations of the individual and achieve the participant’s meanings having as a focus the intended goal. The outcomes indicate that the participants understand the education role in social transformation and as a political social practice. The same results also highlighted the precariousness of their teaching work at the university.
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Palavras-chave
Formação de formadores, Formação de professores, Pedagogia histórico-crítica, Ensino de Biologia, Ensino de Ciências, Teaching future teachers, Historical-critical pedagogy, Biology teaching, Science teaching, Teacher training