O papel da aula de campo na formação de professores de biologia da Universidade Federal de Mato Grosso

• Ano de defesa: 2018
• Autor(a) principal: Silva, Dóris Cristina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Aula de campo; Formação inicial docente; Ciências biológicas; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Field classes; Initial teacher training; Biological sciences
• Link de acesso: http://ri.ufmt.br/handle/1/2618

In the teaching of Natural Sciences/Biology the strategy methodological of field classes is a relevant topic. Several authors, among them Krasilchik (1996) and Trevisan (2016), report about the possible and significant contributions of this activity to the construction of students' knowledge, since it makes possible the contact with reality and a more contextualized and problematized teaching. At the Federal University of Mato Grosso, undergraduate courses receive financial support and regulation for the achievement of the field classes. In the initial formation of the biology teacher, the use of this methodological strategy is one of the important aspects for the construction of the knowledges necessary for teaching profession, which will be reflected in your acting in basic education. In this context, the research theme stems from the importance of initial teacher formation and its relation to the use of a methodological strategy, such as the field classes. Like this, the present work studies and analyzes how field classes are developed in the biological sciences degree course, Cuiabá campus of the Federal University of Mato Grosso, and its role as a methodological strategy in the initial teacher formation for basic education. This research has a qualitative approach and elements of a case study. The instruments of data collect for investigation were the analyze of the official institutional documents and the investigated course, in addition to the semistructured interviews with teachers, students and teachers of basic education graduates of the said course about the field classes in the initial formation of the professor of biology. The data obtained in the interviews with the subjects were organized into categories for the purpose of description and analysis. Has been too one study was also made and presented what is there the official documents on the theme. Grounded on a theoretical referential that includes the studies of Tardif (2011), Shulman (1986, 2004), Morin (2000, 2007), Gil Pérez et al. (2001), Marandino, Selles and Ferreira (2009), Viveiro (2006), Fernandes (2007) and others, the results show that all blokes interviewed recognize the importance of the field classes for the initial teacher formation of biology teachers. Nevertheless, the use of this methodological strategy by the professors of the licentiate course in biological sciences of the UFMT has been reduced, which is due to several obstacles among them the overload of teaching work, the excess of administrative logistics activities and the planning of the field classes, so as not to prejudice the class of teachers from other disciplines who will not be in the field. The results obtained allow us to conclude that this course will should analyze the possibility of investing more in the realization of field classes, including in an interdisciplinary perspective and also involving the short term field classes. In addition, it is concluded that teacher knowledges interconnected represents an important aspect in order to enhance the contributions of this methodological strategy to initial teacher training.