Fundamentos da educação na formação de biologia: uma análise das contribuições da Residência Pedagógica URCA (2018-2020)

Abstract

Seeking to understand their relationships in educational activities in the face of transformation Discussing the Socio-historical and Philosophical Foundations of Education is primarily about and contemporary social reality in its various aspects, and thus perceiving the need for this understanding in teacher education, as a guiding framework for theory and practices. In this sense, the present research aims to analyze how the Pedagogical Residency Program, Biology subproject, of the Degree in Biological Sciences - URCA contributed to the appropriation of education fundamentals by residents, within the scope of teacher education. The methodological approach was structured based on qualitative, descriptive, documentary, and analytical research. The research was conducted at the Degree in Biological Sciences of the Regional University of Cariri (URCA). Twenty students from the Degree in Biological Sciences at URCA, selected for the Pedagogical Residency Project, Biology subproject, participated in the research from 2018 to 2020. The semi-structured interview, carried out from March to June 2021, was used as an instrument to construct the data, as well as the analysis of residents' reports/portfolios, whose data were processed using Bardin(2011) Content Analysis technique, resulting in three analytical categories: the Relationship between theory and practice as a challenge for the initial training of Biology teachers; Citizenship education as a horizon for social transformation; Reflections on teaching practice as a redefinition of the Biology teacher's profession. The results point to appropriations related to Socio-historical and Philosophical Foundations of Education as participants demonstrate the need for collective and dialogical constructions from the perspective of understanding the social role and identity of the teacher, made possible by critical and reflexive experiences built in the Biology subproject at URCA. This analysis underscores the need for the redefinition of educational practices from a critical perspective and still grounded in the teacher-researcher. Thus, we defend that the Teaching Residency Program can be considered an important tool for the initial and continuous training of teachers, as long as their conceptions and foundations are re-signified, and the relationship between theory and practice assumes praxis as a necessary structure for human emancipation, as expressed in the actions of the URCA Biology subproject.