Entre teoria e prática: a formação do eu docente no ensino de ciências em uma escola de tempo integral do interior cearense

Abstract

This study analyzed the development of the teaching self of an undergraduate student in a Biological Sciences teacher education program during his work in Science and Programs and Projects classes at the Escola de Ensino Fundamental de Tempo Integral Vereador Augusto Dantas de Sousa, located in the community of Moita Redonda, Cascavel, Ceará, Brazil, between February and June 2026. The research adopted a qualitative, descriptive, and interpretative approach, structured as an experience report and understood as research-training, since autobiographical writing, the analysis of the field notebook, and reflection on practice took part in the teacher-researcher’s own formative process. Data were produced through notes recorded in a field notebook, including lesson plans, descriptions of activities, students’ responses, observed difficulties, and reflections developed throughout the teaching practice. For the analysis, the records were organized into thematic axes and examined in dialogue with studies on research-training, Freirean literature, Ira Shor’s discussions on the concrete classroom, Jorge Larrosa’s contributions on experience and the teaching craft, Minayo’s qualitative analysis procedures, and authors who discuss art, artistic production, and integral education. The results showed that teaching methods developed in previous experiences had to be reconsidered in view of the characteristics of the new classes, students’ reading and writing difficulties, fatigue associated with the extended school day, and the social, cultural, and environmental particularities of Moita Redonda. The contextualization of scientific content through the local territory, involving observation activities, field classes, artistic productions, and connections with local knowledge, promoted greater student participation, although it was not sufficient to demonstrate conceptual reorganization on its own. Tensions related to curriculum fragmentation, elective subjects, irregular school attendance, early departures, and the need to integrate the different programs offered by the institution were also identified. It was concluded that teacher identity was not formed individually, linearly, or permanently, but was continuously reconstructed through the relationship between theory, practice, autobiographical writing, professional interactions, students’ responses, the concrete conditions of schoolwork, and formative experiences produced in the everyday practice of the teaching craft.