Educação CTS na formação inicial de professores: experiências de egressos do PIBID/Biologia da UFBA

Abstract

This thesis is based on our concerns regarding the experiences of graduates from the Biological Sciences degree course at the Federal University of Bahia with the Science, Technology and Society (CTS) education in the formative context of the Institutional Program of Scholarships for Teaching Initiation (PIBID/Biologia /UFBA). STS education seeks to promote the subjects' scientific and technological training, enabling them to make decisions with a view to forming citizenship. PIBID, in turn, emerged as a public policy to encourage and value teaching, enabling undergraduate students to work in their future work environment from the beginning of graduation. In this sense, this thesis seeks to understand how graduates of the undergraduate course in Biological Sciences at UFBA experienced STS education in the context of PIBID. We understand experience as an event capable of transforming the subject of experience. To this end, an empirical qualitative research was conducted, based on the narratives of 16 PIBID/Biologia/UFBA graduates participating in the 2010-2014 Subproject, which had STS education as the guiding axis for their initiation into teaching. Methodologically, this study is divided into two main stages: i) focus group, based on socialization and possible stresses of experiences and ii) interview, which aimed to understand how graduates experienced STS education in the context of PIBID. The speeches obtained were organized, categorized, analyzed and described throughout the investigation through Discursive Textual Analysis. The corpus analysis yielded four emerging categories: 1) Perception of graduates about the process of adaptation and incorporation of STS education in PIBID/Biologia/UFBA; 2) Science as an agent of social (trans)formation; 3) PIBID as a potential training space and; 4) Obstacles to be overcome for the insertion of STS education in Science and Biology teaching. Data analysis revealed that the graduates experienced STS education in a tense and at the same time very formative way, after all, one of the objectives of teaching initiation was to integrate students with schools, in order to subsidize technical, scientific and pedagogical knowledge in the field of Biology teaching. The study of this tension between training in STS from initiation to teaching and traditional graduation training revealed the position of graduates on the need for a pedagogical and methodological reformulation in initial teacher training courses. In this way, the experiences and knowledge acquired during the training process can be directly related to the reality of the school and society in which they will work professionally. PIBID proved to be a training space with great potential for the insertion of STS education, capable of mobilizing knowledge, attitudes and values that enhance the political, critical and reflective dimension of teacher training.