O papel da reflexão no processo de formação inicial de professores de ciências biológicas

Abstract

The reflection is overweight in the initial training of Biology and Science Teachers, mainly to creation of critical teacher’s profile. For this, training diary becomes necessary instrument as a tool that allows leading the reflection. Therefore, this qualitative research analyzed the eleven training diaries, developed by seven undergraduates who attended the curriculum components teaching practices during the second, third and fourth phases of Biological Sciences – degree of the Universidade Federal da Fronteira Sul (UFFS), in 2016 and 2017, in order to investigate their writings, and thus realize their importance in the training of undergraduates. The narratives in the 11 training diaries were analyzed from the thematic content analysis were analyzed from the thematic content analysis and categorized as follows: i) teaching conceptions: technical, practical and emancipatory; ii) descriptive, analytical-explanatory and reflective-value levels of reflection; and were still analyzed: iii) contents of the reflections, which emerged from the analysis of the topics previously investigated, and nine different types of reflection contents were found among the writings. Thus, we believe that stimulating the undergraduate student in the initial training to develop a more critical and reflective thinking will, in the future, impact on their classroom practices, resulting in more dynamic classes that stimulate the investigation, reflection and criticism of their students.