Necessidades formativas a partir de processos reflexivos mobilizados em narrativas (auto)biográficas de professores/as de Biologia

Abstract

This dissertation has as its object of study the training needs based on reflective processes mobilized by biology teachers in (auto)biographical narratives. The central objective of this work is to analyze training needs based on reflective processes mobilized by biology teachers in (auto)biographical narratives. The path to be followed in this dissertation led us to an insubordinate format that, based on Barbosa (2015); Mutti and Klüber (2018), avoids academic traditionalism. This dissertation will culminate in a collection of articles, as done in Dionor (2018). The choice for this model arose due to the accessibility of using each chapter, after adjustments, to submit for publications. In the first chapter article we have a literature review that brings important concepts about research carried out in Brazil that investigates training needs. In this chapter we rely on a mapping that was carried out in the Brazilian Digital Library of Theses and Dissertations. The results of the survey presented the analysis of 49 works that addressed three perspectives of training needs, namely: the challenge of articulating theory and practice; the challenge of inclusive education and the challenge of continuing training. In the second article-chapter, we present a discussion that focused on the reflective processes based on Derobertmasure (2012) in which they mobilize teaching thinking, based on the analysis of (auto)biographical narratives of biology teachers. The methodological procedures initially focused on Silva et al. (2024) on the search for (auto)biographies of professors in the repositories of federal universities in northeastern Brazil. The results of the survey showed 28 works relating to the teaching of biology, of which 8 works were authorized for analysis, and were grouped according to thematic affinity. In the third article-chapter, we present the discussion on reflexivity and teacher training. The methodological procedures encompassed the interpretative-comprehensive analysis of Souza (2004). The results highlighted the difficulty of pedagogical-didactic articulation, lack of experience with the reality of the training environment that interfere in the execution of professional development and the pedagogical domain as training needs arising from the reflexivity of biology teachers who self-biographed. We conclude that the reflective processes mobilized in the (auto)biographical narratives of biology teachers from the Brazilian Northeast contribute to the identification of the training needs present in contemporary teacher training. Finally, I consider this research to be significant for the field of (auto)biographical narratives and the training needs of biology teachers, as it presents important paths and analyses. Enabling future research to explore the fields covered here, also awakening the desire to investigate in other areas.