A formação pedagógico-didática de professores de biologia na perspectiva da didática desenvolvimental
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2024-03-28
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Universidade Federal de Goiás
Resumo
Teacher formation is a dynamically constituted field of knowledge and practice that is linked
to other fields and dimensions of society, such as the economic, political, social and
professional. When organizing teaching, teachers need to go through an education process
(initial and continuing) that allows them to become aware of pedagogical-didactic work as
praxis and as an emancipatory possibility, and therefore intentional. This teaching also aims to
provide students with a critical and creative appropriation of scientific knowledge, historically
constructed by humanity and transposed into school knowledge. However, it is a great
challenge to think about and carry out a pedagogical-didactic education process that allows
for content-form unity between the ways of teaching and learning scientific knowledge. Given
the complexity of teacher education, the aim of this research was to understand the ways of
organizing teaching in didactic-pedagogical education for Biological Sciences
undergraduates, based on the perspective of Developmental Didactics, which promotes the
process of conceptual appropriation of the content-form unity of Biology. Using historicaldialectical materialism (HDM) as a research method, an empirical investigation was carried
out through a didactic-formative experiment in the optional curricular component “Topics in
Biology II: Varied Themes - The teaching of Biology thought biologically and
pedagogically”, in the academic semester of 2022, at a Brazilian federal public university.
The data analysis was based on the dynamics of Developmental Didactics and the categories
of the DHM. It emerged that the students were engaged in study activities during the course
and that organizing and developing the teaching and learning process, from this theoretical
perspective, makes a significant contribution to teacher formation. The thesis was put forward
that in the formation of biology teachers, didactic-pedagogical work, organized from the
perspective of Developmental Didactics, makes it possible to problematize the content-form
unity between the ways of teaching and learning biological knowledge and the pedagogical
activities intended for this purpose. The research carried out showed that in the actions
developed by the students during their didactic-pedagogical formation, there is evidence of
the conceptual appropriation of the content-form unit by the undergraduates, enabling them to
have a more comprehensive and critical education. It also contributes to rethinking didactics
in higher education and the pedagogical work of teacher education in undergraduate courses.
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SOUSA, R. M. A formação pedagógico-didática de professores de biologia na perspectiva da didática desenvolvimental. 2024. 217 f. Tese (Doutorado em Educação em Ciências e Matemática) - Pró-reitoria de pós-graduação, Universidade Federal de Goiás, Goiânia, 2024.