One of the aims of education is the academic improvement and the search for professional development. Some years after graduation, most of the teachers face the necessity of improvement in methodologies and in each curricular components. In this sense, the in-service education courses could help by supplying part of this deficiency, helping in the renewal about pedagogical practices taking them to restructure and deepen the knowledge developed during graduation. The present master dissertation focuses on developing and evaluating distance learning (EaD) for Biology teachers. The research was divided into three steps. In the first one (E1), we created and sent a virtual investigative questionnaire to Biology teachers asking them what are the areas of Biology they needed more courses and what would be the best way to apply the course. The thematic chosen by the teachers was genetics and the way was by distance learning. Facing the results from the step E1 we created and executed the first edition of a distance learning course for Biology teachers with the thematic Genetics nowadays (E2). In the third step, (E3), we did the restructuring and execution of a second edition of the course. Both editions used the Moodle (an online teaching and learning environment), with weekly activities, always looking for using different virtual tools in each new proposal. As results, we verified that the distance learning courses for Biology teachers is a benefit in the process of in-service education, once this modality helps in the issues of time flexibility, teachers routine organization and avoids commuting. Furthermore, according to the evaluation of the teachers who took the courses, it is possible to see a lack and a wish of participating in more courses with learning purposes, what takes the data obtained in this work to serve as a basis for the creation of new permanent education courses. It is essential that the teacher analyses critically how to use, improve and/or develop didactic materials adapted to their own reality, so that the innovation can be effectively incorporated to the teaching routine. / A educação tem como objetivo o aprimoramento acadêmico e a busca pelo desenvolvimento profissional. Após a formação inicial, os docentes deparam-se com a necessidade de aperfeiçoamento acerca de metodologias e de seus componentes curriculares. Desta forma, os cursos de formação continuada ajudam a suprir parte dessa carência auxiliando nas renovações sobre práticas pedagógicas, levando-os a reestruturar e aprofundar conhecimentos desenvolvidos na formação inicial. Neste texto, no presente trabalho, tem-se como foco desenvolver e avaliar cursos de formação continuada para professores de biologia por meio da Educação a Distância (EaD). A pesquisa foi divida em três etapas. Na primeira etapa (E1), elaboramos e enviamos um questionário virtual investigativo para os docentes de biologia responderem indicando as áreas da biologia que mais necessitavam de cursos de formação continuada e a modalidade desejada para realização. A temática escolhida pelos docentes foi da genética e a modalidade foi a Educação a Distância, diante dos resultados da etapa E1 realizamos a etapa seguinte, E2. Nessa, criamos e executamos a primeira edição do curso de formação continuada para professores de biologia por meio da EaD com a temática Genética na atualidade. Na terceira etapa (E3), realizamos a reestruturação e execução da segunda edição do curso. As duas edições do curso utilizaram o Ambiente Virtual de Ensino Aprendizagem (AVEA) Moodle, com atividades semanais ou a cada duas semanas e buscando diferenciar as ferramentas virtuais utilizadas a cada nova proposta. Com a obtenção dos resultados, verificamos que cursos de formação continuada para docentes de biologia por meio da EaD são facilitadores no processo de formação permanente, uma vez que essa modalidade auxilia na questão de flexibilidade do horário, organização da rotina docente e evita deslocamentos. Além disso, de acordo com as avaliações dos professores cursistas, percebe-se uma carência e um desejo por parte dos docentes em participar de mais cursos com finalidades formativas, o que leva os dados obtidos nesse trabalho a servirem de base para construção de novos cursos de formação permanente. Outro passo importante na formação do professor é o estímulo à renovação e adaptação das atividades. É fundamental que o professor analise de modo crítico como utilizar, aprimorar e/ou desenvolver materiais didáticos adaptados a sua própria realidade, para que as inovações possam ser incorporadas de forma efetiva á rotina de ensino.

This thesis is about the pedagogical transformation of modern scientific knowledge from the field of palaeoanthropology and evolution anthropology to the teaching about human at the first and high schools in the Czech Republic. The main objective of this thesis (realised through four constituent research studies) is to analyse and to describe this complex and multilevel process. The first step was the content analyse of 32 textbooks. We also analysed the framework of the whole process. We realise questionnaire survey among 217 teachers and also interview with 10 teachers. The last research study about student's attitude and knowledge was questionnaire survey among 660 students. We found that there are no serious obstacles in the teaching of (human) evolution from the field of believers in the Czech Republic like in some other countries. It takes usually few decades to get new findings and conceptions into the textbooks, despite it some exceptions exist. Teachers seem to be the key participants of the process of pedagogical transformation. It is not only about the information they teach in their lessons but also about the way how they teach and about the attitude the build-up towards the topic among their students.

M.Ed. / This study focuses on the misconceptions that exist among teachers in the field of unifying themes in Biology teaching. The researcher feels confident that teachers are well underlain in their field of study, and that meaningful teaching occurs in Biology classes. His concern is that the fundamental unifying themes in Biology that enables pupils to reach higher cognitive levels of thought, are not utilised fully in pupils and teachers, learning and training. Investigations of these phenomena are being done through misconceptions that may occur at teachers of Biology. This forms the main aim of the study. The researcher feels that the fewer misconceptions' teachers have, the better students will be taught. Qualitative and quantitative research methods are being used to maximise the research effectiveness. Trough these methods the researcher found that teachers are well underlain in their studies but lack utilisation of unifying themes in the learning environment. Teachers concentrate on one or two themes, ignoring the remainder. The researcher hopes to make a meaningful contribution to the teaching of Biology as well as to improve the quality of teacher training programs in Biology didactic courses through awareness of these phenomena.

Orientador: Renato Eugênio da Silva Diniz / Resumo: Os cursos de licenciaturas vêm passando por várias mudanças em sua estruturação curricular para se adequarem às novas diretrizes sobre formação de professores criadas nas últimas décadas. Dentre essas mudanças podemos destacar o aumento da carga horária das disciplinas relacionadas aos conhecimentos pedagógicos, com destaque para o Estágio Supervisionado. Entendemos esse componente curricular como um espaço/tempo propício para que o aluno de licenciatura possa analisar e agir de forma crítica na prática social, ou seja, que ele compreenda a importância da práxis para o trabalho docente. Com isso, o presente trabalho teve como objetivo compreender e analisar como e a partir de que princípios os professores de Estágio Curricular Supervisionado de Licenciatura em Ciências Biológicas entendem e desenvolvem este componente curricular com seus alunos. Para isso, os dados foram coletados por meio de entrevistas com professores de Instituições Públicas de Ensino Superior no estado de São Paulo. Para este trabalho foram analisadas as entrevistas realizadas com seis professores de diferentes instituições. Os dados foram analisados a partir dos pressupostos da Análise de Conteúdo e discutidos com base nos pressupostos da Pedagogia Histórico-Crítica. A partir das análises apresentadas pudemos evidenciar que ainda existem alguns entraves que limitam a realização do estágio. No entanto, pontuamos algumas potencialidades teóricas e metodológicas nas práticas de alguns professores que, ao ut... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The undergraduate courses have undergone several changes in their curricular structuring to conform to the new guidelines on teacher training created in the last decades. Among these changes we can highlight the increase in the workload of the disciplines related to pedagogical knowledge, among them the Supervised Internship. We understand this curricular component as a space / time conducive for the undergraduate student to analyze and act critically in social practice, ie, he understands the importance of praxis for the teaching work. Thus, the present work aimed to understand and analyze how and from what principles teachers of Supervised Curricular Internship in Biological Sciences understand and develop this curriculum component with their students. For this, the data were collected through interviews with teachers of public institutions of higher education in the state of São Paulo. For this work, interviews with six teachers from different institutions were analyzed. Data were analyzed based on the assumptions of Content Analysis and discussed based on the assumptions of Historical-Critical Pedagogy. From the analysis presented we could show that there are still some obstacles that limit the completion of the internship. However, we point out some theoretical and methodological potentialities in the practices of some teachers who, when using the research internship, contribute in some way to the partial unveiling of reality. Internship subjects, in many cases, are isol... (Complete abstract click electronic access below) / Doutor

The beginning of teaching is featured like an important period for the development constitution of a teaching carrier. It is a discovery moment but also a frustration moment conflicts will appear, and they are related to the teaching, like the attempts to minimize and face it. This research attempt to understand the Natural Science teachers face the conflicts in the beginning of professional carrier and how this processes of bearding contributes to the construction of teaching practice. To raise the objectives, personal interviews had been done with teachers of Science and Biology in the beginning of the carrier, that related the professional and personal history and furthermore a focal group had been created where collectively the members discussed about this particular moment in the carrier. According to the speeches and reports gave by the teachers we could comprehend how the teacher try to build your professional identity and reinforce your practice. Between the identified conflicts some of then where generated by relation with the subjects, with instruction, and related to curriculum, routines, and guidelines of the institutions they are bound to, also paper conflicts. To face it they utilize strategies that can be the conflict denial, the based in punctual actions coming up to the one that show conceptual change about the educative process. The sources used in this process are various, but mainly it starts from the history of life, of student and the practice experience of this teacher. Between the mobilized knowledge to face your main conflicts we can contrast the experiential acquired in the practice of your activity, and with it too. Starting from this job, we can identify competences too in this competences we can base the programs of formation, that seems to gave a low contribution in the moment that the new teacher begins your practice, furthermore contribute to the comprehend of some anxieties lived in the beginning of your carrier, which give voices to this that fell so many isolates in this search for the development and professional consolidations. / O início da docência é caracterizado como um período importante para o desenvolvimento e constituição da carreira de professor, é um momento de descoberta, mas também de frustrações, medos e angústias diante de competências e responsabilidades que não são fáceis de lidar. É neste contexto que surgem os primeiros conflitos relacionados à docência, assim como as tentativas para minimizá-los e enfrentá-los. Esta pesquisa buscou compreender como professores de Ciências e Biologia enfrentam os conflitos no início do exercício profissional e como este processo de enfrentamento contribui para a construção da prática docente. Para alcançar os objetivos foram feitas entrevistas individuais com professores de Ciências e Biologia em início de carreira para que eles relatassem sua história profissional e pessoal, além disso, foi feito um grupo focal, em que coletivamente foram discutidas questões concernentes a este momento da carreira. A partir das falas e relatos dos professores pode-se compreender como o professor busca construir sua identidade profissional e consolidar sua prática. Entre os conflitos identificados estão os gerados das relações com os sujeitos, os relacionados à instrução, ao currículo, às rotinas e diretrizes das instituições as quais estão vinculados e os conflitos de papel. Para enfrentá-los utilizam estratégias que podem ser desde a negação do conflito, as baseadas em ações pontuais e até as que demonstram mudança conceitual sobre o processo educativo. As fontes utilizadas neste processo são diversas, mas principalmente partem da história de vida, estudantil e experiência prática deste professor. Entre os saberes mobilizados para enfrentar seus principais conflitos se destacam os saberes experienciais adquiridos com e na prática de sua atividade. A partir deste trabalho, podem ser identificadas também competências, nas quais podem ser baseados os programas de formação que parecem pouco contribuir no momento em que o iniciante inicia sua prática, além disso, contribui para a compreensão das angústias vividas pelo professor no início da sua carreira, dando voz a estes que se sentem tão isolados nesta busca pelo desenvolvimento e consolidação profissional.

This research aimed to understand how occurs the constitution of teacher professional identity of higher education, based the faculty of the degree course in Biological Sciences, Federal University of Sergipe. For this, we defined the following specific objectives: Identify factors that were remarkable for the constitution of being a profesor today; Check what this the meaning of this university teaching for these profesor; Knowing the views of profesors about the kind of Sciences and Biology teachers they believe are contributing for the formation; Identify the knowledge that profesor mobilize greater recurrence in their professional activities. To this, was chosen a qualitative methodological approach with a phenomenological inspiration. Data collection was conducted through semi-structured interviews with eight profesors, selected according to predetermined criteria. It was concluded that the formation of professional identity of profesor is a continuous process that begins with the pre-professional experience, through the choice of profession, get stronger in the begging formation and in the early years of professional performance and extends to the different spaces of professional performance throughout the teaching career, where each individual continues to produce its own way of being a teacher. It was also found that, in the absence of a collective professional identity, each interviews has built its professional identity and this has not always teaching as the main reference. So, it was found that the construction of professional identity is not a stable and linear. Rather, it involves conflicts, anxieties and contradictions that need to be constantly reconciled in a continuous process of professional socialization. Thus, the institutions of higher education, while professional socialization environment, should provide conditions that help the profesor in building their professional identity. / A presente pesquisa teve o intuito de compreender como ocorre a constituição da identidade profissional do professor do Ensino Superior, tendo como foco de análise os docentes do curso de licenciatura em Ciências Biológicas da Universidade Federal de Sergipe. Para concretizar tal objetivo fez-se necessário: Identificar fatores que foram marcantes para a constituição de um modo de ser professor na atualidade; verificar qual o sentido que a docência universitária possui para estes professores; conhecer as concepções destes docentes sobre o professor de Ciências e Biologia que eles estão contribuindo para formar; identificar os saberes que os professores universitários mobilizam com maior recorrência em sua atuação profissional. Para o desenvolvimento desta pesquisa optou-se por uma abordagem metodológica de cunho qualitativo com uma inspiração fenomenológica. A coleta de dados foi realizada mediante entrevistas semi-estruturadas com oito professores, escolhidos conforme critérios pré-estabelecidos. Concluiu-se que a constituição da identidade profissional docente é um processo contínuo que se inicia com a experiência pré-profissional, passando pela escolha da profissão, fortalecendo-se na formação inicial e nos primeiros anos de trabalho e estendendo-se aos distintos espaços de atuação profissional ao longo da carreira docente, onde cada indivíduo continua produzindo sua maneira de ser professor. Constatou-se também que, por não existir uma identidade profissional docente coletiva do que é ser professor universitário, cada entrevistado construiu a sua identidade profissional e esta, nem sempre, possui a docência como referência principal. Portanto, concluiu-se que a construção da identidade profissional não é um processo estável e linear. Ao contrário, envolve conflitos, angústias e contradições que precisam ser conciliadas constantemente em um processo contínuo de socialização. Sendo assim, as instituições de Ensino Superior, enquanto ambiente de socialização profissional, deveriam proporcionar condições que auxiliassem o professor na construção de sua identidade profissional docente.

Philosophiae Doctor - PhD / Libya, as one of the third world countries, is struggling to address the issue of transformation and various institutional reforms (including the education system). For example, it has been observed that many biology teachers are faced with challenges relating to both subject matter knowledge (SMK) and pedagogical content knowledge (PCK) yet the expectation of the new curriculum is that biology teachers demonstrate professional efficacy in their work regardless of the challenges they face. In light of this, a group of Libyan secondary school biology teachers was investigated in Tripoli through a participatory action research process. The study was underpinned by the Shulman theory of PCK using a mixed-methods design to generate an understanding of the theory of basic knowledge of teaching.

Das derzeitige Nahrungsmittelsystem und die individuellen Ernährungsgewohnheiten der Menschen sind mitverantwortlich für eine Vielzahl der globalen Umweltprobleme, wie dem Klimawandel, dem Biodiversitätsverlust und einem erhöhten Risiko für nicht übertragbare Krankheiten, wie Herz-Kreislauf-Erkrankungen und Diabetes. Um die negativen Auswirkungen des Nahrungsmittelsystems zu verringern, ist eine Transformation hin zu nachhaltigeren Ernährungsweisen, inklusive einer Veränderung der individuellen Ernährungsgewohnheiten unabdingbar. Nachhaltige Ernährung hat somit eine Schlüsselfunktion, um die Sustainable Development Goals (SDGs) zu erreichen. Im Sinne der SDGs kann die notwendige Transformation durch eine Bildung für nachhaltige Entwicklung (BNE) in Schulen beschleunigt werden. Dazu gehört auch die Ausbildung von Biologielehrkräften zur Umsetzung von BNE in der Schule. Dabei eignet sich besonders das Thema nachhaltige Ernährung, um BNE im Biologieunterricht zu integrieren. Durch den Austausch und die Bewertung unterschiedlicher Perspektiven auf nachhaltige Ernährung bietet Biologieunterricht zum Thema die Möglichkeit, die Bewertungskompetenz der Schüler:innen zu fördern. Insbesondere Biologielehrkräfte nehmen somit eine Schlüsselrolle ein, um Lernende als zukünftige Akteure des Wandels auszubilden. Da nachhaltige Ernährung nicht explizit in den schulischen Biologielehrplänen verankert ist, liegt es auch in der Verantwortung der Lehrkräfte zu entscheiden, ob und wie sie das Thema unterrichten. Zu diesem Zweck ist es wichtig, angehende Biologielehrkräfte als Individuen mit persönlichen Überzeugungen und Verhaltensweisen in Bezug auf nachhaltige Ernährung zu analysieren. Die Analyse wird umso wichtiger, wenn man bedenkt, dass viele Schüler:innen ihre Lehrkräfte als Vorbilder für nachhaltige Verhaltensweisen ansehen. Dies birgt die Gefahr, dass Schüler:innen dazu neigen, die Überzeugungen und Verhaltensweisen ihrer Lehrkräfte in Bezug auf nachhaltige Ernährung zu übernehmen, ohne deren Überzeugungen angemessen zu bewerten. Wie der Titel "Eating, Teaching, Indoctrinating" bereits andeutet, zielt die vorliegende Dissertation vor dem Hintergrund des Indoktrinationsverbots in Deutschland darauf ab, einen Einblick in die persönlichen Ernährungsabsichten von angehenden Biologielehrkräften und ihrer Bereitschaft, nachhaltige Ernährung zu unterrichten zu geben. Daraus lassen sich Möglichkeiten für die Verankerung des Themas in der universitären Biologielehramtsausbildung ableiten, die möglicherweise auch die zukünftige Umsetzung von nachhaltiger Ernährung in der Schule fördern können. Jedes dieser drei Kernelemente der Dissertation verweist auf wesentliche Erkenntnisse aus den vier Studien. Eating. Die ersten beiden Fragebogenstudien (Studie 1: N = 155; MAlter = 21.2; SD = 1.95 und Studie 2: N = 270; MAlter = 22.9; SD = 2.8) untersuchten, wodurch die Intention von angehenden Biologielehrkräften, sich nachhaltig zu ernähren beeinflusst wird. Beide Studien basierten auf einem erweiterten Modell der Theorie des geplanten Verhaltens (TPB). Zusätzlich zu den sozial-psychologischen Faktoren der TPB, wurde auch die Mensch-Natur-Beziehung durch die Hinzunahme mehrerer Variablen untersucht. Frühere Studien haben gezeigt, dass die Mensch-Natur-Beziehung ein Einflussfaktor für umweltfreundliches Verhalten ist, wozu auch eine nachhaltige Ernährung gezählt werden kann. Die Ergebnisse beider Studien zeigen, dass die Einstellungen über nachhaltige Ernährung, subjektive Normen und die wahrgenommene Verhaltenskontrolle die Intention, sich nachhaltig zu ernähren beeinflussen. Zudem konnten allgemeine Umweltbetroffenheit (Studie 1), altruistische Umweltbetroffenheit (Studie 2) und Naturverbundenheit (Studien 1 und 2) die Einstellungen gegenüber nachhaltiger Ernährung und die Intention, sich nachhaltig zu ernähren positiv voraussagen. Im Hinblick auf die Ausbildung von Biologielehrkräften regen beide Studien dazu an, die Bedeutung des eigenen nachhaltigen Ernährungsverhaltens von Biologielehramtsstudierenden und die zugrundeliegenden Determinanten für schulischen Biologieunterricht zum Thema zu untersuchen. Teaching. Basierend auf den Ergebnissen der ersten beiden Studien wurde im Rahmen von Studie 3 untersucht, inwiefern die persönliche Intention, sich nachhaltig zu ernähren, die Intention, das Thema nachhaltige Ernährung zukünftig zu unterrichten beeinflusst. Neben der Intention, sich nachhaltig zu ernähren, wurde auch der Einfluss der traditionellen TPB-Variablen untersucht. Darüber hinaus wurde die TPB um Wissen über nachhaltige Ernährung sowie vorherige universitäre Erfahrungen mit (B)NE oder nachhaltiger Ernährung erweitert. Die Ergebnisse der Online-Fragebogenstudie mit 621 angehenden Biologielehrkräften (MAlter = 23.3; SD = 3.9) zeigten erstmalig, dass angehende Biologielehrkräfte mit einer höheren Intention, sich nachhaltig zu ernähren, positivere Einstellungen gegenüber dem Unterrichten von nachhaltiger Ernährung, eine höhere Selbstwirksamkeit und eine höhere Intention haben, um nachhaltige Ernährung zu unterrichten. Universitäre Vorerfahrungen zeigten ebenfalls einen Einfluss auf die Lehrintention. Höheres Wissen über nachhaltige Ernährung wurde lediglich in Verbindung zu einer höheren Selbstwirksamkeit gegenüber dem Unterrichten identifiziert, hatte aber keinen direkten Einfluss auf die Intention, nachhaltige Ernährung zu unterrichten. Indoctrinating. Die identifizierten Zusammenhänge der ersten beiden Forschungsschwerpunkte deuten darauf hin, dass die unterrichtliche Umsetzung von nachhaltiger Ernährung in einem potenziellen Spannungsfeld mit der Indoktrination von Schülern in Bezug auf nachhaltige Ernährung steht. Ausgehend von dieser Prämisse wurde in der vierten Studie untersucht, ob Biologielehrkräfte ein Indoktrinationsrisiko beim Unterrichten von nachhaltiger Ernährung wahrnehmen und welche Methden sie anwenden würden, um Indoktrination zu vermeiden. Mittels semi-strukturierter Einzelinterviews wurden Biologielehrkräfte (N = 7) aus Osnabrück und dem Münsterland befragt. Die Ergebnisse zeigen, dass die Befragten ein hohes Indoktrinationsrisiko beim Unterrichten von nachhaltiger Ernährung wahrnehmen, das sie vor allem auf das Handeln der Biologielehrkräfte selbst zurückführen. Eine der schwierigsten Entscheidungen für die Befragten war die Frage, ob sie ihre eigenen Ernährungsgewohnheiten offenlegen sollten, wenn sie nachhaltige Ernährung unterrichten, und ob die Weitergabe dieser Information an die Schüler als Indoktrination angesehen werden könnte–insbesondere wenn es sich um eine vegetarische oder vegane Ernährung handelt. Die Denkweise der Befragten reichte von der Überzeugung, dass Lehrkräfte sehr zurückhaltend sein müssen, wenn sie nachhaltige Ernährung unterrichten, bis hin zu der Ansicht, dass sie offen sein und ihren eigenen Ernährungsstil im Unterricht preisgeben sollten. In letzterem Fall sahen die Befragten nahezu keine Gefahr der Indoktrination, sondern eher Vorteile für die Schüler-Lehrer-Beziehung, die Authentizität der Lehrkräfte und für die Ermutigung der Schüler:innen, ihre eigene Position im Prozess der Nachhaltigkeitstransformation zu erkunden. Die Befragten diskutierten schülerzentriertes und multiperspektivisches Lernen als Beispiele für nicht-indoktrinierende Unterrichtsansätze. Der Einsatz dieser Unterrichtsansätze im Rahmen einer BNE und allgemein zur Förderung der Bewertungskompetenz von Schüler:innen im Biologieunterricht wurde als vorteilhaft angesehen. Zusammenfassend geben die vier empirischen Studien einen ersten Einblick, ob und inwiefern (angehende) Biologielehrkräfte das Thema nachhaltige Ernährung im schulischen Biologieunterricht adressieren würden, von welchen Faktoren diese Intention abhängt und welche Bedenken sie beim Unterrichten von nachhaltiger Ernährung haben. Auf dieser Grundlage werden in der Dissertation erste Empfehlungen für zukünftige Forschung und die Ausgestaltung von Seminaren über nachhaltige Ernährung in der Biologielehramtsausbildung diskutiert. Sofern angehende Biologielehrkräfte im Rahmen ihres Studiums Möglichkeiten zur methodischen Umsetzung und unterrichtlichen Einbettung des Themas nachhaltige Ernährung erlernen, könnte auch die zukünftige Implementierung des Themas in den schulischen Biologieunterricht gefördert werden.

South Africa needs an economy which is competitive and successful. Therefore, it is important that an education system will provide a skilled work force. Learners need to develop biology skills that will equip them for life, enable them to solve problems and think critically. Unfortunately South Africa is presently encountering a lack of skilled citizens. The reasons for this most probably is that the biology curriculum is mainly discipline-based, content-loaded and largely irrelevant, resulting in learners not furthering their studies in biology and related fields. The biology matriculation examination has a strangle hold on what is taught. Lengthy, content-loaded curricula emphasise the memorising of facts by means of expository teaching methods, leaving little opportunity to teach the application of information and skills to solve problems in real life situations. The teaching methods of biology are thus not sufficiently stimulating and motivating. Biology teaching should not only concentrate on facts or explain facts to learners, but should also concentrate on ways or processes by means of which these facts can be obtained. To implement a process approach where learners can develop basic- and integrated skills is not an easy task for those involved. The empirical research of this study, confirmed the findings throughout the literature study that various factors hamper the effective implementation of the process approach. It is important that negative factors such as 'large classes' and 'a lengthy syllabus' (in historically disadvantaged [HD] and advantaged schools [HA]) and 'lack of equipment' and 'resource material' (only in HD schools) which received high percentages in the survey, will duly be considered when implementing the process approach, curriculum 2005 or 21. These factors can exert a powerful influence on the success of any changes in biology education. To ensure the successful implementation of the process approach it is important that all teachers receive adequate in-service training to keep abreast with new teaching strategies and methods / Educational Studies / D.Ed. (Didactics)

A presente tese foi desenvolvida na Linha de Pesquisa “O sujeito da Educação: conhecimento, linguagem e contextos”, na temática Sociologia e Educação, vinculada ao Projeto de Pesquisa “Perspectivas de Ensino na Educação Básica: prática pedagógica e formação de professores”, coordenado pela professora doutora Maria Helena Degani Veit. Na tese é examinada a prática pedagógica de 30 estagiários matriculados na disciplina de Prática de Ensino em Biologia do curso de Licenciatura em Ciências Biológicas da Universidade Federal do Rio Grande do Sul no ano de 2005. O estudo desenvolveu os seguintes tópicos: 1) interpretação dos significados de conflitos de papéis que perpassam o ingresso dos licenciandos na carreira docente; 2) caracterização das práticas pedagógicas dos estagiários planejadas com o objetivo de favorecer a aprendizagem de conhecimentos biológicos pelos alunos do Ensino Médio;2.1) análise de discursos e de modalidades de conhecimentos que constituem a Licenciatura em Ciências Biológicas e que são mobilizados quando da recontextualização dos conteúdos biológicos para o Nível Médio e2.2) caracterização do discurso regulador empregado pelos estagiários no contexto de escolas da rede pública de Porto Alegre, Rio Grande do Sul. A pesquisa participante, em uma abordagem quali-quantitativa, foi realizada pela professora da disciplina de Prática de Ensino em Biologia, utilizando, como referencial teórico-metodológico, a perspectiva sociológica de Basil Bernstein, complementada por conceituação da Fenomenologia Social e do Interacionismo Simbólico. Os resultados do estudo confirmaram os achados de Morais (2002a, 2002b) e de pesquisadoras associadas que, apoiadas em Bernstein, caracterizaram as modalidades de práticas pedagógicas mais produtivas em contextos de formação de professores e de ensino de alunos da Educação Básica pertencentes a famílias de baixa renda. As autoras designaram tais práticas como pedagogias mistas, as quais apresentam enquadramentos fortes nas dimensões seleção e seqüência de conteúdos, em nível macro, e avaliação, e apresentam enquadramentos fracos nas dimensões seleção e seqüência de conteúdos, em nível micro, ritmagem e regras hierárquicas. A tese complementa a caracterização das pedagogias mistas e descreve as formas da prática pedagógica que tornam disponíveis aos adquirentes regras de reconhecimento e de realização de textos, isto é, práticas legítimas no contexto educacional.A investigação também possibilitou a interpretação dos significados das interações entre transmissores e adquirentes, enfocando estratégias e discursos que buscam resgatar valores nucleares da sociedade ocidental. / This doctoral dissertation was developed within the Research Line “The Subject of Education: Knowledge, Language and Contexts” and the theme of Sociology and Education, which is connected to the Research Project, “Teaching Perspectives in Basic Education: Pedagogical Practice and Teacher Training”, coordinated by Prof. Dr. Maria Helena Degani Veit. The dissertation discusses the pedagogical practice of 30 student teachers enrolled in 2005 in a course on Teaching Practice in Biology, which is part of the Teacher Training Program in Biological Science at the Federal University of Rio Grande do Sul. The study developed the following topics: 1) interpretation of the meanings of the role-related conflicts involved in the students’ entry into the teaching career; 2) characterization of the student teachers’ pedagogical practices designed to foster the learning of biology by high school students; 2.1) analysis of discourses and modes of knowledge that constitute the Teacher Training Program in Biological Science and are mobilized duringthe “recontextualization” of the contents of Biology for the level of secondary education, as well as 2.2) characterization of the “regulative discourse” employed by the student teachers in the context of public schools in Porto Alegre, the capital of the state of Rio Grande do Sul. The participatory research, which adopted a qualitative-quantitative approach, was conducted by the professor of the course on Teaching Practice in Biology. It used Basil Bernstein’s sociological perspective as its theoretical-methodological frame of reference, supplementing it with concepts taken from Social Phenomenology and Symbolic Interactionism. The results of the study confirmed the findings by Morais et al. (2002, 2003), who, based on Bernstein, characterized the most productive modes of pedagogical practice in the contexts of teacher training and of teaching to basic education students who come from low income families. Morais et al. called such practices “mixed pedagogies,” as they exhibit “strong framings” in the dimensions of “selection” and “sequence” of contents at the macro level, as well as “evaluation,” and “weak framings” in the dimensions of “selection” and “sequence” of contents at the micro level, besides “pacing” and “hierarchical rules.”The dissertation supplements the characterization of the “mixed pedagogies” and describes the forms of “pedagogical practice” that makeavailable to the acquirers “rules of recognition” and “rules of realization” of texts, that is, legitimate practices in the context of education. The investigation also made it possible to interpret the meanings of the interactions between transmitters and acquirers, focusing on strategies and discourses that try to retrieve core values of Western society.