A formação de professores/as no curso de licenciatura em ciências biológicas no CFP/UFCG: desafio para a implementação de uma educação para convivência com o semiárido.

Abstract

In the Brazilian Semi-arid region (SAB, in Portuguese) the perpetuation of a teaching unrelated to the reality of the students can be observed, being a decontextualized education that conceals its potentialities and creates a scenario of poverty and misery of the sertanejo. This problem is observed in Basic and Higher Education. Therefore, this study aims to analyze the proposal of education presented in the Pedagogical Plan of the Biological Sciences Degree Course of the Center for Teacher Training (CFP) of the Federal University of Campina Grande (UFCG) in the light of the contextual education assumptions for coexistence with the Brazilian Semi-Arid. This research has a qualitative and analytical-descriptive approach, characterized as a documentary research. The data collection was done through official documents of the Course: Pedagogical Project of the Course (PPC) and study programs of the disciplines. The analysis of these was made through a structured itinerary in 06 (six) thematic axes that guided the discussions. It was identified that the PPC contemplates the principles of Contextualized Education for Living with the Semi-Arid, but the course plans of most of the disciplines of the curricular matrix of the graduation are not built on the same perspectives. Therefore, interdisciplinarity among the disciplines would be a crucial element for the development of groups that also contemplate the context of the SAB. Or even professors, as holders of pedagogical automobiles, can articulate actions in this direction in their course plans. As a future perspective, the Specialization Course on Environment and Development in the Semi-Arid is being approved at the CFP.