Formação de professores(as) no curso de Licenciatura em Ciências Biológicas na UFC: um olhar autobiográfico

Abstract

This monographic study analyzes the contributions of the autobiographical method to teacher education in the Biological Sciences degree course. The main objective of the work is to i dentify the elements of the autobiographical method present in the formative itinerary of the course, as well as its relevance for teacher training. The research methodology is based on the construction of an autobiographical narrative, of the experiences lived throughout the course by the author, with research training action as a central category as a fundamental assumption derived from the autobiographical method. As part of the theoretical foundation, we used authors who dedicated themselves to the stud y, organization and publication of works involving the (auto) biographical method and its importance for teacher education; who discuss teacher education through life stories; who articulate biography and education, pointing out that they occur at differen t times in life and in learning spaces, defending the importance of being worked on in educational research; they work with teacher training through experience, articulating the school university training spaces; they work on the history of the curriculum and also the life paths of teachers. In view of what was presented in the theoretical discussion and from the personal experiences narrated, we can conclude that the initial and continuing training of teachers (as) that enhances the work with life stories, favors a deeper reflection on the constitution of teaching . In this sense, we advocate that such training strategies based on the principles of the autobiographical method, be considered and put into practice with more emphasis on the formative itinerar y of undergraduate courses.