Da monitoria acadêmica ao PIBID: contribuições para a formação inicial de uma professora de biologia no ensino de botânica

Abstract

This study aims to analyze the experience in the academic monitoring of the Cryptogams course, in the Biological Sciences program at the Federal University of Ceará (UFC), and its transposition to teaching practice in high school through the Institutional Program for Teaching Initiation Scholarships (PIBID), focusing on Botany teaching and on the contributions of this trajectory to initial teacher education. The research is characterized as qualitative, with a descriptive-reflective approach, developed as an experience report with an approximation to autobiographical narrative. The reported experience is based on the author’s formative trajectory, from her initial approximation to Botany during undergraduate studies, through participation in an environmental education project, academic monitoring, and, later, participation in PIBID at a public high school. In the context of PIBID, a didactic sequence about the Kingdom Plantae was designed and implemented, involving dialogued expository classes, didactic slides, a practice notebook, observation of plant specimens, and production of drawings by students. The records were analyzed collectively and without student identification, considering aspects such as observation, graphic representation, identification of morphological structures, contextualization, and student participation. The experience showed that adapting practices experienced in higher education to basic education requires planning, language adjustment, selection of didactic resources, and attention to students’ prior knowledge. In addition, it allowed reflection on Botany teaching as a possibility for bringing students closer to plants and on the importance of articulating theory and practice in the construction of teacher identity.