Plants in the constitution of teachers: training and practice in Biology
Autor(a) principal: | |
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Data de Publicação: | 2024 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista JRG de Estudos Acadêmicos |
Texto Completo: | http://revistajrg.com/index.php/jrg/article/view/910 |
Resumo: | The research aims to analyze the curriculum of Biological Sciences , in order to verify how the knowledge related to plants is available, as well as to verify their suitability for the training and practice of Biology teachers in the metropolitan region. Manaus, in the sense of valuing popular Amazonian knowledge about plants. It is a research with a qualitative approach, based on the analysis of the interviews and questionnaires of Biology teachers from the city of Manaus, as well as through the analysis of official documents. The data were treated using Textual Discursive Analysis. Based on the analyzes carried out, it was possible to understand how the teaching of contents associated with plants is taking place in the training of teachers and, consequently, in the training of basic education students. Based on the Discursive Textual Analysis, we obtained four categories that emerged from the teachers 'statements: Teaching aimed at the classroom, Spaces and structures in schools, Teacher's relations with plants and Teaching of Botany. It was possible to verify that during the initial training of teachers, the disciplines that address contents associated with plants are very specific, in what we call Pure Botany (Taxonomy, Systematics, Anatomy and Physiology), with no contextual relationship with these disciplines the future teaching practice of graduates. Thus, according to their teaching constitution, which involves the knowledge and experiences of each teacher, some developed skills in the practice of teaching Botany, others in turn, perform superficial activities. Based on these results, we encourage reflection and also a reformulation of the undergraduate curriculum so that they include in the official documents, a relationship between the specific disciplines of Botany and the practice of the future teacher, so that when training the teachers, they are trained to promote a learning of contents associated with plants with practices that consider the student's thematic universe as a structuring element of their practices, since the knowledge of this area is essential in the formation of Amazonians who understand the relevance of their knowledge for the preservation of their biocultural memory. |
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Plants in the constitution of teachers: training and practice in BiologyAs plantas na constituição de professores: formação e prática docente em BiologiaBotânicaFormação de ProfessoresCurrículoBotanyTeacher TrainingCurriculumThe research aims to analyze the curriculum of Biological Sciences , in order to verify how the knowledge related to plants is available, as well as to verify their suitability for the training and practice of Biology teachers in the metropolitan region. Manaus, in the sense of valuing popular Amazonian knowledge about plants. It is a research with a qualitative approach, based on the analysis of the interviews and questionnaires of Biology teachers from the city of Manaus, as well as through the analysis of official documents. The data were treated using Textual Discursive Analysis. Based on the analyzes carried out, it was possible to understand how the teaching of contents associated with plants is taking place in the training of teachers and, consequently, in the training of basic education students. Based on the Discursive Textual Analysis, we obtained four categories that emerged from the teachers 'statements: Teaching aimed at the classroom, Spaces and structures in schools, Teacher's relations with plants and Teaching of Botany. It was possible to verify that during the initial training of teachers, the disciplines that address contents associated with plants are very specific, in what we call Pure Botany (Taxonomy, Systematics, Anatomy and Physiology), with no contextual relationship with these disciplines the future teaching practice of graduates. Thus, according to their teaching constitution, which involves the knowledge and experiences of each teacher, some developed skills in the practice of teaching Botany, others in turn, perform superficial activities. Based on these results, we encourage reflection and also a reformulation of the undergraduate curriculum so that they include in the official documents, a relationship between the specific disciplines of Botany and the practice of the future teacher, so that when training the teachers, they are trained to promote a learning of contents associated with plants with practices that consider the student's thematic universe as a structuring element of their practices, since the knowledge of this area is essential in the formation of Amazonians who understand the relevance of their knowledge for the preservation of their biocultural memory.A pesquisa tem como objetivo analisar os currículos das Licenciaturas de Ciências Biológicas, a fim de verificar de que modo se dispõem os saberes relacionados às plantas, bem como verificar sua adequação para a formação e prática dos professores de Biologia na região metropolitana de Manaus, no sentido da valorização dos saberes populares amazônicos sobre as plantas. Trata-se de uma pesquisa com abordagem qualitativa, baseada na análise das entrevistas e questionários de professores de Biologia da cidade de Manaus, bem como por meio da análise de documentos oficiais. Os dados foram analisados por meio da Análise Textual Discursiva. Com base nas análises realizadas, foi possível compreender como está ocorrendo o ensino de conteúdos associados às plantas na formação dos professores e, consequentemente, na formação dos estudantes da educação básica. Com base na Análise Textual Discursiva, obtivemos quatro categorias que emergiram das falas dos professores: Ensino voltado para a sala de aula, espaços e estruturas nas escolas, relações dos professores com as plantas e Ensino de Botânica. Foi possível verificar que durante a formação inicial dos professores, as disciplinas que abordam conteúdos associados às plantas são muito específicas, no que chamamos de "Botânica pura" (Taxonomia, Sistemática, Anatomia e Fisiologia), não havendo nessas disciplinas, uma relação de contexto com a futura prática docente dos licenciandos. Além disso, o próprio conteúdo programático do ensino médio não fortalece a prática do ensino destes conteúdos, já que não consta no conteúdo obrigatório. Dessa forma, de acordo com sua constituição docente, o que envolve os saberes e as experiências de cada professor, alguns desenvolveram habilidades na prática de ensino de Botânica, outros por sua vez, realizam atividades superficiais. Com base nesses resultados, incentivamos uma reflexão e também uma reformulação dos currículos da graduação para que incluam, nos documentos oficiais, uma relação entre as disciplinas específicas de Botânica e a prática do futuro docente, para que, ao formar os docentes, esses sejam capacitados para promover uma aprendizagem de conteúdos associados às plantas com práticas que considerem o universo temático do estudante como elemento estruturador de suas práticas, pois o conhecimento dessa área é essencial na formação de amazônidas que compreendam a relevância de seus saberes para a preservação de sua memória biocultural.Editora JRG2024-01-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos Paresapplication/pdfhttp://revistajrg.com/index.php/jrg/article/view/91010.55892/jrg.v7i14.910ark:/57118/JRG.v7i14.910JRG Journal of Academic Studies; Vol. 7 No. 14 (2024): JRG Journal of Academic Studies; e14910JRG Journal of Academic Studies ; Vol. 7 Núm. 14 (2024): Revista JRG de Estudos Acadêmicos; e14910JRG Journal of Academic Studies; V. 7 N. 14 (2024): Revista JRG de Estudos Acadêmicos; e14910Revista JRG de Estudos Acadêmicos ; v. 7 n. 14 (2024): Revista JRG de Estudos Acadêmicos; e149102595-1661ark:/57118/jrg.v7i14reponame:Revista JRG de Estudos Acadêmicosinstname:Editora JRGinstacron:JRGporhttp://revistajrg.com/index.php/jrg/article/view/910/811https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess Oliveira, Diana Nunes deOda, Welton Yudi 2024-01-20T16:56:38Zoai:ojs2.revistajrg.com:article/910Revistahttp://revistajrg.com/index.php/jrgPRIhttp://revistajrg.com/index.php/jrg/oaiprofessorjonas@gmail.com||2595-16612595-1661opendoar:2024-01-20T16:56:38Revista JRG de Estudos Acadêmicos - Editora JRGfalse |
dc.title.none.fl_str_mv |
Plants in the constitution of teachers: training and practice in Biology As plantas na constituição de professores: formação e prática docente em Biologia |
title |
Plants in the constitution of teachers: training and practice in Biology |
spellingShingle |
Plants in the constitution of teachers: training and practice in Biology Oliveira, Diana Nunes de Botânica Formação de Professores Currículo Botany Teacher Training Curriculum |
title_short |
Plants in the constitution of teachers: training and practice in Biology |
title_full |
Plants in the constitution of teachers: training and practice in Biology |
title_fullStr |
Plants in the constitution of teachers: training and practice in Biology |
title_full_unstemmed |
Plants in the constitution of teachers: training and practice in Biology |
title_sort |
Plants in the constitution of teachers: training and practice in Biology |
author |
Oliveira, Diana Nunes de |
author_facet |
Oliveira, Diana Nunes de Oda, Welton Yudi |
author_role |
author |
author2 |
Oda, Welton Yudi |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Oliveira, Diana Nunes de Oda, Welton Yudi |
dc.subject.por.fl_str_mv |
Botânica Formação de Professores Currículo Botany Teacher Training Curriculum |
topic |
Botânica Formação de Professores Currículo Botany Teacher Training Curriculum |
description |
The research aims to analyze the curriculum of Biological Sciences , in order to verify how the knowledge related to plants is available, as well as to verify their suitability for the training and practice of Biology teachers in the metropolitan region. Manaus, in the sense of valuing popular Amazonian knowledge about plants. It is a research with a qualitative approach, based on the analysis of the interviews and questionnaires of Biology teachers from the city of Manaus, as well as through the analysis of official documents. The data were treated using Textual Discursive Analysis. Based on the analyzes carried out, it was possible to understand how the teaching of contents associated with plants is taking place in the training of teachers and, consequently, in the training of basic education students. Based on the Discursive Textual Analysis, we obtained four categories that emerged from the teachers 'statements: Teaching aimed at the classroom, Spaces and structures in schools, Teacher's relations with plants and Teaching of Botany. It was possible to verify that during the initial training of teachers, the disciplines that address contents associated with plants are very specific, in what we call Pure Botany (Taxonomy, Systematics, Anatomy and Physiology), with no contextual relationship with these disciplines the future teaching practice of graduates. Thus, according to their teaching constitution, which involves the knowledge and experiences of each teacher, some developed skills in the practice of teaching Botany, others in turn, perform superficial activities. Based on these results, we encourage reflection and also a reformulation of the undergraduate curriculum so that they include in the official documents, a relationship between the specific disciplines of Botany and the practice of the future teacher, so that when training the teachers, they are trained to promote a learning of contents associated with plants with practices that consider the student's thematic universe as a structuring element of their practices, since the knowledge of this area is essential in the formation of Amazonians who understand the relevance of their knowledge for the preservation of their biocultural memory. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-01-23 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo avaliado pelos Pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://revistajrg.com/index.php/jrg/article/view/910 10.55892/jrg.v7i14.910 ark:/57118/JRG.v7i14.910 |
url |
http://revistajrg.com/index.php/jrg/article/view/910 |
identifier_str_mv |
10.55892/jrg.v7i14.910 ark:/57118/JRG.v7i14.910 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://revistajrg.com/index.php/jrg/article/view/910/811 |
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https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Editora JRG |
publisher.none.fl_str_mv |
Editora JRG |
dc.source.none.fl_str_mv |
JRG Journal of Academic Studies; Vol. 7 No. 14 (2024): JRG Journal of Academic Studies; e14910 JRG Journal of Academic Studies ; Vol. 7 Núm. 14 (2024): Revista JRG de Estudos Acadêmicos; e14910 JRG Journal of Academic Studies; V. 7 N. 14 (2024): Revista JRG de Estudos Acadêmicos; e14910 Revista JRG de Estudos Acadêmicos ; v. 7 n. 14 (2024): Revista JRG de Estudos Acadêmicos; e14910 2595-1661 ark:/57118/jrg.v7i14 reponame:Revista JRG de Estudos Acadêmicos instname:Editora JRG instacron:JRG |
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Editora JRG |
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JRG |
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JRG |
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Revista JRG de Estudos Acadêmicos |
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Revista JRG de Estudos Acadêmicos |
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Revista JRG de Estudos Acadêmicos - Editora JRG |
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professorjonas@gmail.com|| |
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