Saberes pedagógicos e o desenvolvimento de metodologias de ensino de biologia : o PIBID como elemento de construção

Abstract

Perform a study on relations between the methodologies for teaching Biology developed by graduates of Biological Sciences Course, Federal University of Ceará who participated in the Institutional Scholarship Program for New Teachers - PIBID the years 2009 to 2011 and their pedagogical training. The study object of this investigation are the pedagogical knowledge built by former scholars of this program from the methodologies developed and employed for the teaching of biology in two public schools in Fortaleza. It aims to analyze the relationship between the development of methodologies for teaching Biology by former scholars PIBID and the construction of pedagogical knowledge to teach in the context of this program; Knowing the methods and actions developed by former scholars for the teaching of biology, as well as the wisdom and knowledge that mobilized to elaborate them and run them; identify the difficulties they experienced in developing these methodologies in school and they find ways to overcome them; see how the former scholars understand the teaching methodologies in the process of teacher education and how the lived experience under this program has influenced their practice, now, as education professionals; Produce with former scholars didactic material printed from the overview of the methodologies developed in schools under the PIBID, in order to publicize their actions and contribute to improving the teaching of biology. This is a qualitative study, the exploratory type, with the case study method (YIN, 2010). The subjects are seven former scholars of PIBID - Biology UFC, who exercised / play professionally teaching in primary education. Data collection was conducted through structured interviews, audio recorded and later transcribed. For the processing of information was done by approximating the content analysis of Bardin (1977), from Franco (2003) e Minayo (2011). The theoretical basis of this work consists of studies Pimenta (2009), Tardif (2002), Carvalho e Gil-Pérez (2001); Krasilchik (1987; 1996); Nóvoa (1995); Veiga (2004); Lopes (2004); Rays (2004), Franco (2012); Bordenave and Pereira (1999). From the content analysis of the statements of the subjects we were able to infer multiple pedagogical knowledge built from the design and development of a wide range of teaching methodologies Biology highlighting the know plan instruction, talk with students, organize academic content in school contents, place the teaching of biology and its methodologies in broader contexts (social, political, economic, historical, cultural and ethical), making content less abstract and more contextual, value students' prior knowledge, namely tailor the language to allow ownership of content by students reflect on their own practice and seek to transform it. The PIBID influences the teaching practice of former scholars today as teachers of basic education, but much of what they learned regarding teaching methodologies cannot develop their pedagogical practice, this has been made impossible by the objective conditions of work of the teacher, pointing to the need for these changes and constraints of this valuation professional.