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Pedagogical theories in the initial training of Science and Biology teachers: a necessary analysis

Grant number: 20/12902-2
Support type:Scholarships in Brazil - Scientific Initiation
Effective date (Start): January 01, 2021
Effective date (End): June 30, 2021
Field of knowledge:Humanities - Education - Specific topics in Education
Principal researcher:Luciana Maria Lunardi Campos
Grantee:Alberto Mongolo Júnior
Home Institution: Instituto de Biociências (IBB). Universidade Estadual Paulista (UNESP). Campus de Botucatu. Botucatu , SP, Brazil

Abstract

The theoretical foundation of this research is historical-critical pedagogy, an expression of historical and dialectical materialism in education. This counter-hegemonic pedagogical conception defends the dialectic unity of theory and practice in teaching work, which converges in a coherent practice and committed to overcoming capitalist society. Conceiving the initial training of teachers, the crucial role in the appropriation of coherent pedagogical theoretical knowledge by the undergraduate students, the objective of this research is to identify and analyze the understanding of undergraduate students in Biological Sciences of a public university about the study pedagogical theories in their initial training as teachers. Historical and dialectical materialism assumes importance in methodological guidance, data collection and analysis. In view of the exploratory nature of this research, the investigative procedures will be the application of questionnaires and interviews. Quantitative data will be organized into graphs and/or tables and qualitative data, after exhaustive reading, will be organized into categories and analyzed according to the principles of historical and dialectical materialism. As a result, it is expected to obtain a general overview of the relationship between the pedagogical theories and the undergraduate students, with regard to their understandings, conceptions and the importance attributed to the theories. The results of this investigation will contribute to the reflections on initial teacher training, which may generate dialogue between research groups and join efforts in the defense of a coherent and transforming teaching practice.

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