A Licenciatura em Ciências Biológicas e suas vicissitudes por meio de vinhetas do cotidianos de uma escola.

Abstract

This study aimed to understand the experiences and relationships linked to the teaching work, in training, during the Supervised Internship in Biological Sciences I, of the Undergraduate Degree in Biological Sciences, of the Education and Health Center of the Federal University of Campina Grande. This is, therefore, a qualitative study, with data collected through participant observation in a public school located in the municipality of Cuité in the State of Paraíba, Brazil. The collection occurred during the Supervised Internship I during the academic period of 2021.2 with a total of 90h. As instruments of collection, the researcher's notes and reflections in a field diary were used. To recompose and enable data analysis, vignettes of this school daily life were prepared in order to exemplify and highlight the important themes. Everyday vignettes are considered a description of events or situations, which can be real or fictitious, but in this work they served to structure and describe information about the perceptions, opinions, or knowledge of what is studied, in the case being observed. The vignettes were discussed with the theoretical referential concerning the themes identified and grouped into three macro themes: I-Teaching practice: the school, the classroom, and the students; II-The teaching role and the distribution of power; and III-The teacher: reflections on the internship experiences. The issues of institutional and political nature, to analyze didactic-pedagogical relations and their influence on educators and students, as well as to analyze the aspects connected to the formation and practice of teaching from the point of view of an educator who is also in training. There are many challenges and insecurities experienced in the school environment by all those involved. The classroom is a place for exchanges and construction of behaviors that can help teachers and students in a two-way street, and welcoming internship experiences in spaces for reflection or research consolidate positive aspects of this place. The methodology of daily life vignettes can be tools for reflection-action, analysis, as well as proved to be an element that helped in the reflections of institutional, political, ethical and relational nature of an educator in training.