Constituição do conhecimento tecnológico pedagógico de conteúdo na formação inicial de professores de Ciências Biológicas

Abstract

In the initial training that teachers mobilize knowledge inherent to their profession, as well as in view of the growing presence of Information and Communication Technologies (ICT) in the educational context, we realize the need to investigate their relationship in the initial training of teachers in Biological Sciences. Our main objective was to investigate the constitution of the Pedagogical Technological Knowledge of Content (TPACK) of teachers in initial training in Biological Sciences in a process of Research-Training-Action in Science Teaching (IFAEC). This is a qualitative research, which involves State of Knowledge and Research-TrainingAction in Sciences (IFAC), having as its central theme the constitution of the TPACK of these teachers. The research was carried out with teachers in initial training regularly enrolled in the Curricular Component Teaching Practice: Didactics and Innovation in the Teaching of Biology, of the Biological Sciences Course of UFFS - Campus Cerro Largo/RS, over 18 training meetings, which were planned based on the assumptions of IFAEC, TPACK framework and historical-cultural approach. The following instruments were used for data collection: questionnaire, reflective writings about the classes in webfolio and the planning of innovative practice. Data analysis was performed through Content Analysis and its stages: pre-analysis, exploration of the material and data treatment and interpretation. By the state of knowledge we identified two perspectives related to the TPACK framework, the conceptual and the operational, in relation to ICT the understanding most found in the theses and dissertations is the idea of a tool to support the classes, we also identified a smaller number of broadening of this understanding, considering ICT as a cultural instrument of cognitive development in some of the publications analyzed. Through the analysis of the formative meetings, we evidenced structuring elements of the constitution of the TPACK of teachers in initial training in the reflective writings of the webfolios, which are: knowing the technologies, articulating content, pedagogy and technology, innovation, motivation and context, these elements influence the constitution of the TPACK and expand the understanding of ICT. We evidenced from the analysis of the reflective writings in the webfolios and the analysis of the construction of the plans of their innovative practices by the triangulation of external evaluations and selfevaluation of the Rubric of evaluation and technological integration based on TPACK, in a qualitative bias, that the understandings of teachers in initial training in Biological Sciences were expanded in relation to TPACK in an interactive process of IFAEC in a work with ICT.