| dc.description.abstract | The process of teacher education involves the election contemplated and/or denied
knowledge. In terms of knowledge of the science of education and science of nature, it
is very important that these are analyzed in its organizational structure in higher
education in the Bachelor's Degree in Biological Sciences, graduate teachers who will
work in the discipline of science in the final years of the Elementary Education.
Therefore, we aim to investigate how the knowledge of reference for teaching and
learning are covered by Degree in Biological Sciences UNEMAT for Teaching Science
teachers who will work in the final years of elementary school. Some authors are
considered as reference: Tardif (2002,2006, 2007, 2008), Gauthier (1998), Shulmann
(1986), Oliveira (2002), Lopes (2004), Boiler and Araújo (2009), Gil-Perez and Carvalho
(1993), Krasilchik (1985, 1987, 2000), Oliveira (2000), Garcia (1999), NC and CPNBiology. Considered as official documents Opinions/CNE/CES, Resolutions/CNE/CES,
National Curriculum Guidelines, Decrees, PPP Course, Course Plans. The
methodological construction took place from authors such as: Bogdan and Biklen
(1994), Creswell (2007), Minayo (1994), Bardin (1977), Triviños (2008), Yin (2005),
Martins (2007) and Gil (2010). Under the qualitative look at the data collection was
mainly on official documents, curriculum, course plans supplemented by interviews.
These data were submitted to descriptive and interpretive - explanatory analysis. The
data reveal a Curriculum Matrix with light teaching, resulting advances a legal
requirement, but still considerable gaps for not contemplating some reference content
and pedagogical requested to Science Teaching for the final years of elementary
school. The predominant frameworks adopted for the construction of the Matrix study
were analyzed official legislative documents dealing with the course in Biological
Sciences with emphasis on the scientific knowledge across disciplines covered. The
perceived knowledge in the documents analyzed Course in Biological Sciences for
initial teacher education of Sciences for the final years of elementary school are the
reference teacher knowledge. However, this approach does not perceive the theoretical
and normative recommendations for teaching such as: work in evolutionary,
contextualized view and articulated between areas. Pedagogical guidelines for teaching
were perceived significantly less than the treatment given to the contents of reference,
especially when considering the final years of elementary school. The way the
knowledge analyzed are worked in initial teacher training shows the predominance of
the traditional method. The results point to a process of initial training in higher
education still distancing front of reference knowledge and pedagogical theorists
advocated by educators as the national official documents dealing with the initial
training of teachers . The interviewed teachers expressed difficulties in the applicability
of the CPN-CN in teaching. Of the four interviews, two reveal that the professor of
higher education had in building experiential knowledge of the experience of teachers in
basic education, valuesand translates the contents of reference for the elementary
school more easily that he had no such passage. The age group - teenagers - do not
receive treatment specific study on teacher training. | |
