PIBID e modalidades didáticas: contribuições na formação inicial de professores de Biologia.

Abstract

The educational process involves a set of several factors, with regard to the teaching of Science, some teaching practices have discouraged students such as excessive use of textbooks and lectures, lack of visual information, difficult nomenclatures and little contextualization, this shows the need for new teaching alternatives. In this research, we cover the scenario of initial teacher education, encouraging a rethink about this process. For this, we explore the context of initial training associated with the Institutional Scholarship Program for Initiation to Teaching (PIBID) as an opportunity to experience the school environment in the formative period and the theme of didactic modalities as a facilitator of the teaching-learning process. PIBID is a program offered by the Coordination for the Improvement of Higher Education Personnel (CAPES), which seeks to intensify the training process for undergraduates, integrating the university and the school. Thus, we were guided by the following question: How does PIBID contribute to the initial training of students in the area of Biological Sciences through its actions and experiences in the school locus? Based on this question, our general objective was: to understand how the actions of PIBID contribute to the initial training of future biology teachers. For this, we had as specific objectives: to report pedagogical practices experienced in the school environment and to raise secondary data on PIBID in the initial teacher training process. This research was carried out based on the nature of descriptive research with a qualitative and quantitative approach. With this, we performed the description of 16 didactic modalities developed during the period of work at PIBID by the author of the research, bringing her conclusions about this experience. In addition, we quantitatively analyzed the presence of dissertations and theses with themes related to PIBID in the teaching of biology in eighteen universities in the northeast region of Brazil. The didactic modalities described in this research were practical classes, simulations, demonstrations, discussions and excursions carried out during the actions at PIBID/Núcleo Biologia at school. In the universities used as a research source, we recorded that only 07 (seven) had data. Therefore, this result demonstrates the need for research in the area to highlight the importance of the program for teacher education. Finally, we consider that PIBID and didactic modalities are factors that contribute to initial teacher education, allowing for autonomy, criticality and the (re)construction of the teaching identity, as it allows for the testing and critical analysis of teaching practice and modalities. didactics. Furthermore, the use of didactic modalities allows for greater familiarity between undergraduates and students, facilitating the teaching-learning process and making the rehearsal of the teaching practice pleasurable. Thus, we conclude that PIBID promotes the union of the learning acquired at the university by the licensor with the experimentation of these in a school environment.