The trajectory of biology teachers’ formation program at the Federal University of Pernambuco

• Autor(a) principal: Farias, Gilmar Beserra de
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Estudos Universitários (Online)
• Texto Completo: https://periodicos.ufpe.br/revistas/index.php/estudosuniversitarios/article/view/251380
• topic: teacher education; biological sciences; UFPE; formação de professores; ciências biológicas; UFPE

In Brazil, teacher formation undergraduate programs have always been guided by the apprehension of specific contents from the subject to be taught, and its historical understanding is directly associated with tea-chers’ professionalization. The objective of this paper is to describe the trajectory of the Biological Sciences – Teaching Major program at the Federal University of Pernambuco (UFPE), between 1952 and 2021. To do so, a historiographical study based on documentary research was carried out. UFPE’s Biological Sciences – Teaching Major course has a trajectory of nearly seven decades marked by three distinct phases: 1) a course created at the School of Philosophy of Recife (Fafipe), in 1952, based on a dichoto-mous concept, valuing the scientific disciplines of the bachelor’s degree and complementing teacher training with some pedagogical courses; 2) a model reorganized according to the National Education Guidelines and Framework Law (LDB) of 1996, which officially separated the bachelor’s degree from the licentiate’s degree, though the students received a the-oretical framework separated from professional practice; and 3) a new model, starting in 2006, which was not eclipsed by the shadow of the bachelor’s degree, articulating the disciplines of specific training with those of pedagogical training throughout the course semesters.