O professor biólogo sentidos privilegiados para a formação do licenciado em Ciências Biológicas da UFPel

Abstract

This thesis presents a study that evaluates the privileged directions for the formation of the teacher with a Biologial Sciences major at UFPel based on an evaluation of the pedagogical practices in the program (in effect since 2011) and on six interviews with a group of six forming professors. This work focuses on the post-structural perspective and the notion of discourse as discursive construction geared toward social aspects. The study deals with the concepts of the Discourse Theory developed by Ernesto Laclau and Chantal Mouffe; as well as curriculum policy studies developed by Alice Casimiro Lopes and Elizabete Macedo. By developing such concepts, the meaning of the teacher formation in the investigated program is discussed and a hybrid curriculum of the Biological Sciences major at UFPel is hybrid, with signification practices and a cultural policy, is advocated. The research considered the Biological Sciences major at UFPel as a study object and defined, as data the pedagogical practices (2011), flowcharts (2004 and 2011) and interviews with six forming professors as data sources. This thesis proposes to discuss the meaning of teacher formation from the discursive articulations of forming professors, thus identifying the presence of a hegemonic discourse regarding the formation of Biological Sciences teachers at UFPel: the discourse of the formation of the biology teacher, a professional whose identity is defined by “being” a biologist as well as by “being” a teacher. Moreover, the privileged directions involved in the teacher’s formation in the Biology major at UFPel have been found to originate in the teacher’s identification with the “Being” and “Forming” teachers of their forming professors based on experiences and traditions through which they see themselves as professors and/or researchers.