Formação de professores de ciências e biologia: uma análise documental do PPC do curso de ciências biológicas sob a perspectiva teórica do pensamento crítico e da educação sexual emancipatória

• Autor(a) principal: Blasius, Kamila Weber
• Data de Publicação: 2019
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Universitário da Ânima (RUNA)
• Texto Completo: https://repositorio.animaeducacao.com.br/handle/ANIMA/12518
• topic: Formação de professores de ciências e biologia; Educação sexual emancipatória; Pensamento crítico; Projeto pedagógico do curso

This research aimed to analyze the Pedagogical Project of the Degree Course in Biological Sciences of the University of Southern Santa Catarina / UNISUL, from the theoretical perspective of critical thinking and emancipatory sexual education, to unveil indicators that favor the formation of future teachers of Sciences and Biology. It was configured in a qualitative, exploratory and descriptive study. It was fundamentally characterized as a documentary analysis guided by the philosophical paradigm of dialectical historical materialism, which used the dialectical method of reality analysis. The documentary research, defined by Ludke and André (1986), presented itself as a technique of qualitative data approach, complementing information or unveiling new perspectives of a theme or problem. For the elaboration of the indicators we used Silvério and Marcomin, (2013), Zeglin (2016), Marcomin, Silvério and Silveira, (2017) and Silva (2019). Data analysis was based on the Content Analysis described by Triviños (2012) and Bardin (2014). From the analysis it was possible to realize the concern with the insertion of the future teacher in society and in the world of work, so that she can fully experience the profession and aware of its role in the formation of beings. We registered PPC's concern with overcoming banking education, encouraging articulated experiences, with reflective, investigative and problematic practices. Capable, therefore, of promoting critical thinking. We also note that, due to the significant number of indicators, there is concern for the health of their future professionals, as well as for them to be able to hold public debates on health policies and sexual health. However, contradictions and weaknesses were recorded, which evidenced in essence a possible non-experience of the PPC by the full but fragmented student. The absence of an explicit form of the area of Education and the performance in Basic Education as a guiding thread of the PPC in its entirety was evidenced, including a specific guideline on this for scientific research. Furthermore, we note that sexuality and sex education are not explicitly contemplated as themes to be problematized in the formation of future teachers of science and biology, nor presented any guiding paradigm for their approach. We understand the need for a holistic and emancipatory vision, promoting sexual health and respect for diversity, emphasizing the importance of approaching sexuality systematically, intentionally and based on scientific knowledge to contribute to overcoming and reframing taboos, myths, prejudices and of the hegemonic pattern of heterosexuality. Therefore, to overcome the medical-biologist conception reproduced through the hidden curriculum, promoting Sexual Rights as Human Rights and critical awareness of the complexity of this process. Finally, we note that in the studied PPC there are no indicators of sexuality, sex education and critical thinking explicitly in its prescribed curriculum, but which implicitly appear through the other indicators analyzed. We conclude, therefore, that this document, although in need of readjustment, presents support for working on the themes under analysis, in the most diverse areas of education, thus strengthening the initial formation of future teachers of science and biology.