O pedagógico e a formação docente: os modelos 3DR como identidade docente

Abstract

The writing of this work arises from the subjectivities of teaching, teacher training, and the way it can be perceived as a process that acts in the constitution of teacher identity and from the rethinking of what I understand as school, education, and the teaching of science and biology. It fits into the field of qualitative research, also in autobiography and autoethnography. The present research aims to present and reflect on teaching materials, notably represented by 3DR models, and their impact on my training trajectory as a future teacher. An experience that was fruitful and long in the field of botany. Based on some questions about how it is possible to approach the content of botany in a more concrete and interesting way for those who learn it? What challenges can this teaching and learning process present, and how can they be overcome? How can this practice be made accessible to schools, as it can be in higher education? How can we meet the social, cognitive, and cultural plurality that exists within the classroom? Another experiment is in the field of human physiology and neurology with the development of 3DR models and the use of Information and Communication Technologies (ICTs) as a teaching tool, which sought to address the brain in an uncomplicated way. The work essays on the debates that the Research Group on Education, Masculinity, Culture, and Subjectivity (GPEMC) involves a little of this debate on teaching and the subjectivities that exist within the school environment.