Teacher training:
An analysis of a biological sciences course
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This study analyzes the pedagogical training offered by the Bachelor's Degree in Biological Sciences at the State University of Northern Paraná (UENP), Jacarezinho/PR campus. This work was based on scholars such as Bourdieu (1983, 1989, 2004a), Rosso (2007, 2010), Diniz-Pereira (1999, 2006), Nóvoa (1995, 1999), Imbernón (2011), Gimeno Sacristán (1999), Gatuhier (1998), Shulman (1986, 1987), among others. We understand the field of teacher training, particularly the bachelor's degree in Biological Sciences, as a social field with specific interests, in which disputes between biological and ...
This study analyzes the pedagogical training offered by the Bachelor's Degree in Biological Sciences at the State University of Northern Paraná (UENP), Jacarezinho/PR campus. This work was based on scholars such as Bourdieu (1983, 1989, 2004a), Rosso (2007, 2010), Diniz-Pereira (1999, 2006), Nóvoa (1995, 1999), Imbernón (2011), Gimeno Sacristán (1999), Gatuhier (1998), Shulman (1986, 1987), among others. We understand the field of teacher training, particularly the bachelor's degree in Biological Sciences, as a social field with specific interests, in which disputes between biological and pedagogical disciplines permeate. Thus, we base our reflections on the following objectives: a) to discuss how pedagogical disciplines, supported by the field of education, are articulated with the specific disciplines that make up the curriculum of the degree course in Biological Sciences; b) to understand whether initial pedagogical training provides sufficient support for the practice of teaching. We bring to the discussion the central concepts of Pierre Bourdieu, field and habitus.
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