Processo identitário docente: o significado das experiências formativas de professores de biologia

Abstract

This study aimed to understand in which terms the CCIUFPA's formative experiences contribute to the process of constructing the teaching identity of its participants. For this, semi- structured interviews were carried out with 6 Biology teachers who experienced during initial training the experience of the practice anticipated to teaching. The trajectories of teacher training have brought us important data on aspects of school education, initial and continuing. These data, in turn, were analyzed in the light of the discursive textual analysis, where it was possible to articulate pertinent discussions next to the theoretical references explored in the research. In this way, it was understood that the experience of the practice anticipated to the teaching experienced by the teachers, in the space of the Science Club of the UFPA and also as a scholarship holder in the PIBID, produced different meanings for each teacher, but still contributed positively in the teaching identity process, as well as the experience of the teacher profession. We conclude by pointing out some suggestions of attitudes that the licenciandos can seek to develop, just as the undergraduate courses can encourage, during initial formation, understanding that they are important to help in the construction of an identity by the teaching and so that the future teachers have in mind the critical-reflective position of their practice and are always in search of training and qualification.