O pré-vestibular solidário (PVS) como estratégia de formação de professores de biologia: a experiência do CES/UFCG.

Abstract

The Pre-university solidarity (PVS) is an extension project of the Federal University of Cam- pina Grande (UFCG), which aims to serve the students of public schools that are completing

or have completed high school and who aspire to join educational institutions upper and also create opportunities for undergraduates initial contact with the classroom in order to develop

their skills in teaching. This study arose &'orn the need to assess whether the project in ques- tion contributed positively (or not) in the training of students involved in the project.. This

educational research is part of a qualitative approach and was performed by applying struc— tured forms that served to characterize the students (age, sex, period-is in progress) and a possible review of the contributions and the PVS absences as a strategy for teacher training in biological sciences. Data analysis followed the tools of content analysis of Bordin (1977). The results showed that students seeking teachers PVS space to feel like a teacher, teaching expe— rience, and collaborate with other young people item catering the university, but although they remained some time in PVS students feel very difficult to talk about planning and evalu— ation. The results also showed that the organization of student teachers in groups does not seem to contribute to the elaboration and reflection of both didactic and pedagogical elements. OS results show that their main difliculties are related to two aspects: the teaching-learning activities and personal. We conclude that the majority of student teachers of PVS are not well formed, when we consider our teacher referrals. In general the evaluation of teaching practice Project is insufticient. The PVS is a good space for training, but that has not been well used

when the elements pre—lesson and post—lesson has not been systematic. It is necessary to fur- ther develop the critical capacity-reflective about teaching these students do.