Abstracts Biological Sciences

Análise do percurso formativo dos licenciandos em Biologia, com foco na prática profissional: um estudo realizado em Portugal na Universidade do Minho e no Brasil no Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte: Analysis of the formative course of the licensees in Biology, with a focus on professional practice: a study carried out in Portugal at the University of Minho and in Brazil at the Federal Institute of Education, Science and Technology of Rio Grande do Norte

by Maria Raimunda Matos Prado

This research analyzes the impact of a curriculum on the construction of skills and on the professional practice of teachers in training at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), in a degree in Biology, and it does a comparative theoretical analysis of the training of the professor of Biology at IFRN and Biology and Geology at the University of Minho (UMinho). Research objectives: 1-Compare the training of Biology teachers in IFRN/Brazil and UMinho/Portugal. 2-Analyze the professional skills required in the initial training of Biology teachers at IFRN and the importance of curricular areas for their development. 3-Understand the perception of subjects involved in the training on curricular elements and their relationship with the supervised Curriculum and Professional practice. To reach these objectives, we have performed three studies. Study 1 is a bibliographical and documentary research focused on the training of Biology teachers in Brazil and Biology and Geology in Portugal. Studies 2 and 3 (qualitative) seek to deepen the perception of subjects of training on the curricular elements and their contribution to the construction of competencies and the materialization of professional practice. The sample consists of 78 students, 14 teachers, 1 teacher coordinator and 2 teacher collaborators. We used 4 research instruments (2 semi-structured questionnaires, 1 structured questionnaire and 1 semi-structured questionnaire for focal group). Content analysis was used in the processing of qualitative data. The results showed that the initial training of teachers in Brazil/IFRN is integrated in one cycle and covers only the area of Biology. In Portugal/UMinho the training is sequential with two cycles, and it necessarily includes the master's degree and covers two areas of training, Biology and Geology. The centrality of professional practice in Brazil/IFRN is the supervised competence, in Portugal/UMinho it is the implementation of a pedagogical intervention project. The structure of Professional practice in both institutions has some similarities. In the training of IFRN Biology teachers, the curricular areas considered very important in the construction of competencies were the specific nucleus and the professional practice. The curricular elements directly linked to the teaching professional practice and the teaching stage do not always serve the interests and needs of the students, because they often do not converge to the formative objectives of the course. We note positive aspects such as the insertion of the course in a high school, the existence of space for discussions about the course, disciplinary integration, among others. We also record negative aspects such as: Low availability of sites for internship; instability in the permanence of teachers in the course; discontinuity of actions, among others. The research indicated that IFRN has a curricular structure favorable to the insertion of trainees in basic education schools since the beginning of the course, but…