A concepção dos discentes do curso de Licenciatura em Ciências: Biologia e Química sobre as estratégias didático-metodológicas nas práticas de ensino e estágio supervisionado em Humaitá-Am

Abstract

Didactic-methodological strategies play a fundamental role in the teaching and learning process, as they make teaching more interesting, dynamic, and attractive, in addition to promoting greater interaction between teacher and student. Furthermore, they contribute to overcoming traditional methods in Science Education, which are often presented in a decontextualized and unstimulating way for students. In the initial teacher training process, future teachers who will work in Science Education need to build their professional identity based on critical reflection on their own pedagogical practice and the articulation between theory and practice, as well as the use of didactic strategies that favor the teaching-learning process. In this sense, the present study aimed to analyze the conception of students in Science: Biology and Chemistry degree at the Institute of Education, Agriculture and Environment (IEAA) regarding the didactic-methodological strategies adopted in the teaching practice and supervised internship disciplines, seeking to understand how such strategies contribute to initial teacher training. The research is characterized as qualitative, using semi-structured interviews as the data collection instrument. The data analysis was conducted using Content Analysis (CA), based on Bardin (2016). The theoretical framework was based on the studies of Anastasiou and Alves (2015), Bordenave and Pereira (2015), Libâneo (2013), Vieira and Vieira (2005), Ghedin, Almeida and Leite (2008), Franco (2013), Tardif (2014), Nóvoa (1992), Nóvoa (2019), Gatti (2010), Freire (1996) and other authors. The results indicate that the students used various didactic-methodological strategies in their activities in the subjects of Teaching Practice and Supervised Internship, which highlighted topics as Educational games, Experiments, Use of technologies, Poster production and Didactic sequences. The main justification for adopting these strategies was related to the complexity of the content in the areas of Science, Biology, and Chemistry, which participants considered abstract and difficult to assimilate. These strategies were seen as a means to overcome these difficulties. Therefore, the relevance of discussing didactic-methodological strategies in the educational context is evident, especially in the context of initial teacher training, since it allows students to deepen their pedagogical knowledge. It is concluded that reflection on didactic strategies in the teaching-learning process is essential for Science Education, contributing to the strengthening of pedagogical practice. Furthermore, it is important that these strategies be addressed systematically and in depth in initial training courses, especially in subjects involving teaching practices and trainings, in order to provide future teachers with the means, resources, and tools necessary for the construction of knowledge and for the development of a critical and reflective professional performance.