A pesquisa de inicia����o cient��fica como espa��o de formação inicial de professores e pesquisadores de Biologia

This paper discusses a study conducted the systematic monitoring of scientific initiation activities in a research group in Epistemology of Biology. The objective was to investigate the evolution of undergraduate ideas about epistemological, historical and didactic aspects from Biology during the development of research projects. Data collection occurred through the use of various instruments, such as written materials and interviews. The results suggest that involvement in research activities and the interaction in the group allowed to the participants the development of critical thinking, by means of collective reflection and individual significance of biological knowledge located in different contexts epistemological, historical and didactic.

Intencionalidades detectadas no processo de elabora����o e implementa����o de um projeto de formação inicial de professores de f��sica

This article presents part of a PhD research that investigated what are the limiting factors to be overcome by an initial training program for teachers of physics in order to achieve the identity profile of your proposed course on Pedagogical Project Course (PPC). From the survey of the intended ideal, the actions taken by professors, coordinators and managers seeking its implementation were analyzed. Data were collected from official documents, field notes taken during meetings between professors and interviews with the subjects belonging to the faculty of the course. This is a research in action grounded in Habermas principles. For data analysis, we used analytical devices of discourse analysis, using the French perspective of P��cheux. The outline presented here seeks to highlight the intentions identified through the analysis of discourses present in the texts, in the speech of different subjects involved and the actions undertaken by them during this process. What one can conclude is that the intentions of the involved professors are permeated of contractions, since in some aspects they intend to give the program teacher's an identity (licenciature) and in other ones they try to maintain the status quo, that means, a teachers program which a bachelor���s profile.

O papel do est��gio supervisionado na formação inicial de professores: investigando perspectivas de alunos de um curso de licenciatura em Ci��ncias Biol��gicas

O presente trabalho teve como objetivo identificar e analisar concep����es sobre o papel do est��gio supervisionado de um grupo de alunos de um curso de Ci��ncias Biol��gicas. Participaram 48 alunos de um curso de licenciatura que responderam a um question��rio com quest��es abertas. Foram identificados 4 agrupamentos das ideias dos alunos sobre o papel do est��gio supervisionado: "Treinamento profissional" que reuniu 15 alunos participantes, "Aprendizado com a pr��tica" e "Intera����o com a realidade escolar", que reuniram, cada um, 12 alunos participantes e "Desenvolvimento de habilidades pessoais", que reuniu 6 alunos. Observamos que houve um predom��nio de uma concep����o t��cnico-instrumental do est��gio supervisionado.

A formação inicial para o ensino de Ci��ncias e aEduca����o Inclusiva: o curr��culo das licenciaturas

O objetivo do trabalho foi analisar a inser����o da tem��tica Educa����o Inclusiva (EI) em cursos de licenciatura da ��rea de Ci��ncias (Biologia, F��sica e Qu��mica), das universidades p��blicas estaduais do estado de S��o Paulo. Analisou-se o projeto pol��ticos pedag��gicos (PPP) e planos de ensino das disciplinas da ��rea pedag��gica, atrav��s da an��lise documental. Dos PPPs das licenciaturas em Ci��ncias, apenas um curso de F��sica (FIS 4), um de Qu��mica (QUIM 6) e Ci��ncias Biol��gicas (BIO 13) tratam da EI. Em rela����o ��s disciplinas que abordam a EI, dos 13 cursos de licenciatura em Ci��ncias Biol��gicas, apenas tr��s apresentam disciplinas que abordam a tem��tica. Dos nove cursos de licenciatura em F��sica, quatro possuem disciplina que abordam a tem��tica. Dos oito cursos de licenciatura em Qu��mica, dois contam com disciplinas que abordam a tem��tica ���Educa����o Inclusiva���.

Mercadoriza����o da educa����o: elementos que circunscrevem a formação inicial de professores

P��s-gradua����o em Educa����o - FFC

Programa Institucional de Bolsas de Inicia����o �� Doc��ncia ��� PIBID ��� e a formação inicial de professores

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

Dimens��es formativas da pr��tica da escrita na formação inicial

This research focuses on the practice of writing in the initial formation of teachers. My interest for this thematic arose from my participation in the extension project Formation Group: Dialog and Otherness and the extension course School: local for teacher formation, both coordinated by my supervisor. After all, I had the possibility of experimenting the exercise of writing and acknowledging the relevance of it in these contexts, in my condition of teacher-in-training. This thematic has involved me, which is why I conducted an autobiographical investigation. As data gathering tools, I used papers that I produced, as participant of the aforementioned extension project and extension course. Those papers were file records I made from the meetings, monthly papers produced from a thematic that was chosen by the graduating students that attended the extension project and, furthermore, I bring a self-assessments I developed inspired by the experiences I had in these two formative gaps. All these experiences provided pieces of my formative experience as a future teacher. The research aimed to understand which act of writing mobilized knowledge and triggered reflections in the aforementioned contexts, based on paper analysis, seeking to legitimate the importance of this practice in my formative process. Furthermore, a bibliographical research of qualitative nature was developed, achieved from the statement and analysis of articles located in the Annals of International Congress of (Auto) Biography Research (CIPA, in Portuguese acronym), from 2006 to 2012, and in the Annals of National Conference of Didactic and Teaching Techniques (ENDIPE, in Portuguese acronym), in the period from 2006 to 2012. This bibliographical research aimed to increase the understanding of the formative dimension of the practice of writing in the initial training in Pedagogy. I sought to distinguish the writing practices promoted in the context of initial...

Formação inicial docente para a educa����o sexual: revelando realidades de licenciaturas em Ci��ncias Biol��gicas

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

A pr��tica como componente curricular via Projeto Integrado de Pr��tica Educativa (PIPE) no ensino de estat��stica na Universidade: implementa����o e implica����es na Formação Inicial do Professor de Matem��tica

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

Biblioteca escolar: espa��o de formação inicial do leitor na educa����o infantil

The books are part of the school routine in the course of our lives, currently, we are the gateway to the processes of social literacy that begins with the presentation of these objects for babies and children in early childhood education (EI). This research has the main question: to know how are the libraries or reading rooms in Early Childhood Education Centres (CEI) of Botucatu. Thus, the overall goal is to understand, characterize and analyze the CEIs libraries Botucatu. What implies: investigate and analyze the existing legislation on school libraries, their approach to the reality of the CEIs and the official documents of early childhood education; To investigate the relationship between the child and the playful objects (books, toys etc.) and finally discover and describe the reality of School Libraries in CEIs studied. The research is qualitative orientation, more precisely a Case Study. The space, proper equipment and support provide a rich learning that will serve as the basis for school achievements. However, the offering of School Libraries and Reading Rooms in many cases it is not a reality. The survey took into account which of the schools have assets, how is the organization of space, the playful activities with learners users and which functions, training and professional responsibilities designated as responsible for School Library/Reading Room. It is noteworthy to say the official documents as a basis and motive of this research as well as the fulfillment of established targets and carried out by the municipal, state and national governments on the implementation of School Libraries in schools, with the help of programs like National Fund Development of Education (ENDF), National School Library program (PNBE) and the National Book and Reading Plan (PNLL)

A formação de professores para o trabalho com deficientes visuais: uma experi��ncia inicial de colabora����o a partir do desenvolvimento de materiais did��ticos

P��s-gradua����o em Educa����o Escolar - FCLAR

A tem��tica da viol��ncia escolar na formação docente inicial: das lacunas existentes ��s discuss��es necess��rias

This paper emerged from a reflection on the troubles afflicting and shocked teachers, especially early in his career, among which stands out both in studies and in reports propagated by the teachers themselves: the violence manifested in and out of classrooms. Given this finding and the obvious need for overcoming beyond ephemeral measures, this research outlines two equally important goals: a) incite the discussion of violence at the time of initial teacher training as well as the emergence of new studies concerning this subject in academic research and b) transgress the tradition of research that consists in recommending prescriptions to be applied about how banning school violence, disregarding the peculiarities of each context. These objectives are derived from following question: which strategies are developed in undergraduate courses that aim to preparing of future teachers to deal with the phenomenon of violence in elementary school? Intending to answer this question and, therefore, contemplate the objectives outlined we opted for specialized bibliographic material analysis, systematically selected as the method. As a main result, it was found that the discussion of the theme of school violence in the initial teacher training is something still scarce in practice and incipient in the sphere of research. Therefore, we emphasize the importance of strengthening of this discussion so that when they get into career teaching, future teachers feel adequately subsidized up to face the everyday challenges that may manifest over the profession.

A percep����o do professor de Biologia e a sua formação: a Educa����o Ambiental em quest��o

O presente artigo apresenta os resultados de uma pesquisa cujo objetivo foi identificar as percep����es dos professores de Biologia do munic��pio de Piracicaba, SP, e dos alunos concluintes de um curso de licenciatura em Ci��ncias Biol��gicas em rela����o �� presen��a da Educa����o Ambiental em sua formação inicial, a fim de discutir a inser����o da tem��tica na universidade em geral e, especificamente, na licenciatura em Ci��ncias Biol��gicas. Os resultados indicam que o professor de Biologia ainda necessita de uma formação mais cr��tica em rela����o �� educa����o ambiental e que, numa perspectiva complexa, essa formação necessita ser tratada de forma mais rigorosa na universidade e nas licenciaturas em Ci��ncias Biol��gicas para que os profissionais formados possam atuar, efetivamente, na formação cidad�� para uma sociedade mais sustent��vel.

A diversidade de interpreta����es como fator constituinte da formação docente: leitura e observa����o

Neste artigo apresentamos a an��lise de interpreta����es de estudantes em trabalhos desenvolvidos em duas disciplinas de cursos de Licenciatura em F��sica, nas quais realizamos atividades bastante distintas, uma envolvendo a leitura e outra a observa����o pelos licenciandos. Buscamos compreender falas escritas pelos estudantes como parte dessas atividades, e procuramos evidenciar a diversidade de interpreta����es e a relev��ncia desse trabalho para a formação inicial. O apoio te��rico em que nos sustentamos foi a an��lise de discurso na vertente originada na Fran��a por Michel P��cheux. A considera����o da n��o transpar��ncia da linguagem, e as no����es de condi����es de produ����o, mem��ria discursiva e repeti����o, bem como alguns aportes sobre poss��veis pap��is da observa����o na constru����o cient��fica, contribu��ram para a compreens��o de discursos escritos pelos estudantes. Mostramos a diversidade de interpreta����es dos licenciados: ao opinarem sobre a possibilidade ou n��o de se trabalhar a f��sica moderna e contempor��nea no ensino m��dio, depois de lerem um texto envolvendo esse tema, e ao redigirem um texto sobre a observa����o na pesquisa cient��fica.