Trajetos formativos e saberes docentes : ressignificando a docência de biologia na educação profissional e tecnológica

Abstract

The present study aimed to understand the formative paths and knowledge that guide the pedagogical practice of Biology teachers of Technical Professional Education in High School - EPTNM working in a federal institute of education in the state of Rio Grande do Sul. Based on this, we seek to investigate the ways in which the mobilization of this knowledge affects the practices of these professionals. In view of this purpose, we problematize: What are and how are the training paths and teaching knowledge of Biology teachers at EPTNM and what are the repercussions of their mobilization in their pedagogical practices? Specifically, we aim to: investigate how academic production at the postgraduate level has worked with teaching knowledge as elements of the Biology teacher training processes; understand the formative paths and the constitution of teaching knowledge of Biology teachers at EPTNM; to know pedagogical practices and knowledge mobilized by Biology teachers in the context of EPTNM; to build a virtual space for permanent training for Biology teachers at EPTNM. The methodological paths that underlie this study were structured from the assumptions of qualitative research in the perspective of Triviños (1987). Data collection was carried out through semi-structured interviews, which were digitally recorded in audio and fully transcribed. The analysis procedures were guided by Content Analysis of Bardin (1977), from which categories of analysis emerged that helped the understanding of the narratives produced by the teachers. As a contribution to the Biology teaching scenario at EPTNM, an educational product was developed in the form of a virtual environment to promote the processes of permanent teacher training. From the analysis of the interviews, evidence emerges that the knowledge that nourishes the practices of the interviewed teachers is constituted throughout the life paths of these professionals, having the influence of their educators throughout their basic and higher education and their experiences in the classroom as substantial elements in the constitution of their knowledge. The teachers' narratives also indicate that their actions in this teaching modality are permeated by particularities that distinguish this locus of action from other educational spaces, which highlights the need for training processes that address the particularities of action in this educational singularity.