De maravilhas a desafios: constituições, percalços e possibilidades do fazer docente em ciências biológicas

Abstract

This thesis explores qualitative research in the fields of Science and Biology Teaching, focusing on teacher training, professionalism, subjectivity and professional insertion of Biological Sciences teachers. The study explores the distinct nature of the teaching process, along with the challenges and potential of the profession. Eleven graduates of the Biological Sciences Course at the Universidade Federal da Fronteira Sul – UFFS, Campus Cerro Largo/RS, formed an operative group (Pichon Rivière), with teaching experience spanning up to a decade. The instruments used were semi-structured individual interviews and two virtual group meetings, held via Google Meet, which were recorded and later transcribed. The data were analyzed based on Bardin's Content Analysis (2011) and linked to the allegory of Lewis Carroll's Alice in Wonderland (2021) to contemplate the marvels, (un)certainties, anxieties and subjectivities of teaching. The dissertation is structured into five distinct chapters, covering topics that range from theoretical principles to analysis and reflections on the teaching practice of UFFS graduates in Biological Sciences. The findings indicate (dis)similarities between the perceptions of professional insertion in Brazilian research and the actual experiences of the graduates interviewed. The distinctive role of UFFS as a space for education and support, the emotional bonds between teachers and students, and the importance of the Teaching Initiation programs stand out. It is clear that continuous education, opportunities for introspection, and a reevaluation of the teaching profession are essential. Starting a teaching career requires peer support, and is a significant period for professional advancement. Our assumption is that entering the teaching profession demands more than just academic qualifications. Through the observation of routine situations, we conclude that teaching is a valuable function that contributes to the subject's identity, creating both subjective and other (pre)established marks in professional performance. Despite the challenges, there are potentialities (wonders), and group methodologies contribute to enhance relationships, promote new learning and reshape existing ones. We recognize the need for further exploration on this topic, expanding it to other geographical environments, to understand the implications of training (training institution) for the subjectivity of those who pursue teaching careers. We recognize the possible repercussions of interventions/influences of the organizational structure and/or legal regulations of each school context/region on the training and integration of teachers.