Biology teaching and the COVID-19: (im)pertinences from initial teacher education

Detalhes bibliográficos
Autor(a) principal: Valdanha Neto, Diógenes
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista da SBEnBIO
Texto Completo: https://renbio.org.br/index.php/sbenbio/article/view/668
Resumo: The potential of the COVID-19 pandemic to trigger reflection and teaching actions in Biology is highlighted. In view of this, an experience of supervised practices in the training of Biology teachers at a federal university in the interior of Minas Gerais is reported. Occurred in the second half of 2021, the experience included the participation of six interns who answered a questionnaire that sought to better understand the nuances of the absence of conducting actions in dialogue with the pandemic. Based on the narratives, reflections on teaching, curriculum and emotional issues that touch the pandemic moment are presented and some challenges and strengths to biology teaching practices are discussed aiming contribute to an effective scientific literacy.
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spelling Biology teaching and the COVID-19: (im)pertinences from initial teacher educationEnseñanza de biología Y COVID-19: (im)pertinencias basadas en la formación inicial del profesor O ensino de Biologia e a COVID-19: impertinências a partir da formação inicial de professores Ensino de BiologiaCTSCurrículoAlfabetização CientíficaEstágio SupervisionadoBiologiaBiology Teaching CTS CurriculumScientific Literacy Supervised InternshipBiologyEnseñanza de BiologíaCTS Plan de estudiosAlfabetización científicaPasantía supervisadaBiologiaThe potential of the COVID-19 pandemic to trigger reflection and teaching actions in Biology is highlighted. In view of this, an experience of supervised practices in the training of Biology teachers at a federal university in the interior of Minas Gerais is reported. Occurred in the second half of 2021, the experience included the participation of six interns who answered a questionnaire that sought to better understand the nuances of the absence of conducting actions in dialogue with the pandemic. Based on the narratives, reflections on teaching, curriculum and emotional issues that touch the pandemic moment are presented and some challenges and strengths to biology teaching practices are discussed aiming contribute to an effective scientific literacy.Se destaca el potencial de la pandemia COVID-19 para desencadenar acciones de reflexión y enseñanza en Biología. Ante esto, se reporta una experiencia de práctica curricular supervisada en la formación de profesores de Biología en una universidad federal del interior de Minas Gerais. Ocurrida en el segundo semestre de 2021, la experiencia contó con la participación de seis pasantes que respondieron un cuestionario que buscaba comprender mejor los matices de la ausencia de realizar acciones en diálogo con la pandemia. A partir de las narrativas, se presentan reflexiones sobre la enseñanza, el currículo y los temas emocionales que tocan el momento de la pandemia y plantean desafíos y fortalezas a las prácticas de enseñanza de la biología que contribuyen a una alfabetización científica efectiva.Destaca-se o potencial da pandemia de COVID-19 para desencadear ações de reflexão e ensino de Biologia. Frente a isso, relata-se uma experiência de estágio curricular supervisionado na formação de professores de Biologia de uma universidade federal do interior de Minas Gerais. Ocorrida no segundo semestre de 2021, a experiência contou com a participação de seis estagiários que responderam a um questionário que buscava compreender melhor as nuances da ausência de ações de regência em diálogo com a pandemia. A partir das narrativas são colocadas reflexões de ordem da didática, do currículo e também de questões emocionais que tocam o momento pandêmico e colocam desafios e potências a práticas de ensino de biologia que contribuam para uma efetiva alfabetização científica.SBEnBio - Associação Brasileira de Ensino de Biologia2022-06-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://renbio.org.br/index.php/sbenbio/article/view/66810.46667/renbio.v15i1.668SBEnBio Biology Teaching Journal; v.15, n. 1 (jun. 2022); 210-221Revista de Enseñanza de Biología SBEnBio; v.15, n. 1 (jun. 2022); 210-221Revista de Ensino de Biologia da SBEnBio; 2022: v.15, n.1 (jun. 2022); 210-2212763-889810.46667/renbio.v15i1reponame:Revista da SBEnBIOinstname:Associação Brasileira de Ensino de Biologia (SBEnBio)instacron:SBEnBioporhttps://renbio.org.br/index.php/sbenbio/article/view/668/230BrazilBrasilBrasilCopyright (c) 2022 Revista de Ensino de Biologia da SBEnBiohttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessValdanha Neto, Diógenes2022-11-21T20:37:03Zoai:ojs.renbio.org.br:article/668Revistahttps://renbio.org.br/index.php/sbenbioONGhttps://renbio.org.br/index.php/sbenbio/oairevistaensinodebiologia@gmail.com||revistaensinodebiologia@gmail.com2763-88981982-1867opendoar:2022-11-21T20:37:03Revista da SBEnBIO - Associação Brasileira de Ensino de Biologia (SBEnBio)false
dc.title.none.fl_str_mv Biology teaching and the COVID-19: (im)pertinences from initial teacher education
Enseñanza de biología Y COVID-19: (im)pertinencias basadas en la formación inicial del profesor
O ensino de Biologia e a COVID-19: impertinências a partir da formação inicial de professores
title Biology teaching and the COVID-19: (im)pertinences from initial teacher education
spellingShingle Biology teaching and the COVID-19: (im)pertinences from initial teacher education
Valdanha Neto, Diógenes
Ensino de Biologia
CTS
Currículo
Alfabetização Científica
Estágio Supervisionado
Biologia
Biology Teaching
CTS
Curriculum
Scientific Literacy
Supervised Internship
Biology
Enseñanza de Biología
CTS
Plan de estudios
Alfabetización científica
Pasantía supervisada
Biologia
title_short Biology teaching and the COVID-19: (im)pertinences from initial teacher education
title_full Biology teaching and the COVID-19: (im)pertinences from initial teacher education
title_fullStr Biology teaching and the COVID-19: (im)pertinences from initial teacher education
title_full_unstemmed Biology teaching and the COVID-19: (im)pertinences from initial teacher education
title_sort Biology teaching and the COVID-19: (im)pertinences from initial teacher education
author Valdanha Neto, Diógenes
author_facet Valdanha Neto, Diógenes
author_role author
dc.contributor.author.fl_str_mv Valdanha Neto, Diógenes
dc.subject.por.fl_str_mv Ensino de Biologia
CTS
Currículo
Alfabetização Científica
Estágio Supervisionado
Biologia
Biology Teaching
CTS
Curriculum
Scientific Literacy
Supervised Internship
Biology
Enseñanza de Biología
CTS
Plan de estudios
Alfabetización científica
Pasantía supervisada
Biologia
topic Ensino de Biologia
CTS
Currículo
Alfabetização Científica
Estágio Supervisionado
Biologia
Biology Teaching
CTS
Curriculum
Scientific Literacy
Supervised Internship
Biology
Enseñanza de Biología
CTS
Plan de estudios
Alfabetización científica
Pasantía supervisada
Biologia
description The potential of the COVID-19 pandemic to trigger reflection and teaching actions in Biology is highlighted. In view of this, an experience of supervised practices in the training of Biology teachers at a federal university in the interior of Minas Gerais is reported. Occurred in the second half of 2021, the experience included the participation of six interns who answered a questionnaire that sought to better understand the nuances of the absence of conducting actions in dialogue with the pandemic. Based on the narratives, reflections on teaching, curriculum and emotional issues that touch the pandemic moment are presented and some challenges and strengths to biology teaching practices are discussed aiming contribute to an effective scientific literacy.
publishDate 2022
dc.date.none.fl_str_mv 2022-06-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://renbio.org.br/index.php/sbenbio/article/view/668
10.46667/renbio.v15i1.668
url https://renbio.org.br/index.php/sbenbio/article/view/668
identifier_str_mv 10.46667/renbio.v15i1.668
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://renbio.org.br/index.php/sbenbio/article/view/668/230
dc.rights.driver.fl_str_mv Copyright (c) 2022 Revista de Ensino de Biologia da SBEnBio
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Revista de Ensino de Biologia da SBEnBio
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.coverage.none.fl_str_mv Brazil
Brasil
Brasil
dc.publisher.none.fl_str_mv SBEnBio - Associação Brasileira de Ensino de Biologia
publisher.none.fl_str_mv SBEnBio - Associação Brasileira de Ensino de Biologia
dc.source.none.fl_str_mv SBEnBio Biology Teaching Journal; v.15, n. 1 (jun. 2022); 210-221
Revista de Enseñanza de Biología SBEnBio; v.15, n. 1 (jun. 2022); 210-221
Revista de Ensino de Biologia da SBEnBio; 2022: v.15, n.1 (jun. 2022); 210-221
2763-8898
10.46667/renbio.v15i1
reponame:Revista da SBEnBIO
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instname_str Associação Brasileira de Ensino de Biologia (SBEnBio)
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institution SBEnBio
reponame_str Revista da SBEnBIO
collection Revista da SBEnBIO
repository.name.fl_str_mv Revista da SBEnBIO - Associação Brasileira de Ensino de Biologia (SBEnBio)
repository.mail.fl_str_mv revistaensinodebiologia@gmail.com||revistaensinodebiologia@gmail.com
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