Modalidades didáticas utilizadas por licenciandos do curso de ciências biológicas no estágio curricular e no programa residência pedagógica na Universidade Federal do Pampa – Unipampa: um estudo documental

Abstract

This dissertation investigates the initial training of Sciences and Biology teachers concerning the supervised practices and the Pedagogical Residence Program (PRP) developed in the Biological Sciences Course-Bachelor degree from the Federal University of the Pampa - UNIPAMPA, São Gabriel Campus. Therefore, its general purpose consists in understanding which are the pedagogical and epistemological models that run through in the training of undergraduate students in the Bachelor degree Course of Biological Sciences, in the teaching through Curricular Supervised Practice and the Pedagogical Residence Program. This research is rated as qualitative, in order to deeply understand the groups studied; exploratory, in order to approach the problem, understand it and build hypothesis, and here this phase is completed through the bibliographic research, in terms of technical procedures; and, finally, it is characterized as explanatory research, as it seeks to identify the factors that determine or collaborate for the occurrence of phenomena, comprised by a document research. The documents analyzed consisted of reports from the subjects in each of the training periods, being admitted to Content Analysis. The results show similarity in the choice of teaching modes by the undergraduate students, even though they may have had different training time and spaces. Directive education permeates the pedagogical practice of the students although it is not necessarily predominant. Similarity can be noticed concerning the teaching modes that arise from the groups, which suggests a unique basic training to them. However, it is worth highlighting that the practical experience within the groups may be different, depending on the influences they had along the training process.