Preparação do corpo e da voz para a prática educacional: percepções de um grupo de estudantes da graduação em Ciências Biológicas

Abstract

The investigation of a teaching practice emerged from my academic experience in the Biological Sciences program. Throughout my undergraduate studies, my growing interest ineducation motivated me to pursue a teaching degree. At the same time, my involvement with art education, theater and clown practices broadened my understanding of self-awareness and subjectivity in the educational process. These experiences, together with my teaching internships, led me to recognize the body and the voice as essentials tools of teaching practice, giving rise to the following research question: How is the use of the body and voice perceivedby undergraduate students in Biological Sciences at the Federal University of Ceará (UFC)? This study aimed to understand the perceptions and challenges related to the use of the body and voice in the teaching practice of Biological Sciences undergraduates. Specifically, it sought to identify participants' perceptions and challenges, explore common experiences, and map the demands perceived by those involved. This qualitative study adopted an intervention-basedapproach with members of the PET Biology Program at the Federal University of Ceará. Two workshops based on theatrical games focusing on body and voice expression were conducted. After the workshops, participants completed an online questionnaire via Google Forms, accompanied by the Free and Informed Consent Form. Seventeen undergraduates attended the first workshop and ten attended the second one, but only four agreed to participate in the research. The findings indicate that expressiveness was associated with presence, verbal and nonverbal communication, interest, and dialogue. Participants described the workshops as experiences involving discomfort, lightness, embarrassment, and freedom. The main challenges reported were shyness, nervousness, and vocal projection. All participants considered the workshops relevant to Biological Sciences education and recognized their contribution to their future professional teaching practice.