Dificuldades pedagógicas na formação inicial de professores de ciências e biologia durante o estágio supervisionado

Abstract

This research has as main objective to investigate the difficulties in the initial formation of teachers of Sciences and of Biology during the supervised stage. The relevance of this study is credited to the fact that the internship is a moment of intense learning, but also of strong impacts, both positive and negative, whose difficulties are directly reflected in the initial years of the teaching career. We analyzed the main difficulties encountered by graduates in the subjects of Supervised Internship inserted in the last semesters of the night course of Biological Sciences of the Federal University of Uberlândia (UFU). We used a qualitative approach, through the content analysis of the answers obtained by several research instruments applied to the trainees, university teachers and the granting schools of the internship, and for graduates of the course. We also analyzed the Pedagogical Course Project. The questionnaires for the trainees pointed to difficulties that seem to belong to a complex network of intricate elements. Interviews with teachers at internship schools indicate difficulties associated with the university - such as the brevity of the internship - and the quality of the interactions provided at this formative moment. The questionnaire aimed at the university professor mainly reflects the difficulties associated with the beliefs and conceptions that result in defensive attitudes on the part of the trainees. On the other hand, the questionnaire addressed to the graduates showed the persistent difficulties in the practice of the profession and also the contribution of the disciplines of teaching practices and internships to their confrontation. With this framework of data obtained and categories constructed, we established analyzes of the difficulties found in the stage, noting that it is not enough for the licensees to come into contact with the environment of which they were part for many years of their formation, without the necessary theoretical foundation to constitute a look Effectively scrutinizing and an ability to cope with the identified difficulties. It is also necessary to (re) consider the importance of the stage, especially in the articulation of initial formation to the continuous, since it is in this space / time that the licensing begins to form an ideal about what is effectively to be a teacher and initiates its entrance in the scope School, from a professional perspective.