Reflexões sobre a formação continuada de professores de ciências biológicas na educação básica

Abstract

According to Nóvoa (1992), teacher training goes beyond the simple acquisition of techniques and knowledge, being a fundamental stage for socialization and professional development. In the context of this study, it is crucial to emphasize that the issue of continuing teacher training is something old. However, the nature and objectives of continuing teacher training in Brazil have evolved over time, closely intertwined with the country's economic, political and social scenario. In this sense, the general objective of this work is to bring together studies on the continuing education of science teachers. As specific objectives, we will present discussions on teacher training and continuing education and provide a contextualization of the continuing training practices found in the selected works. This study can be classified as exploratory and bibliographic, and is based on the theoretical assumptions of Schnetzler (2002), Nóvoa (1992, 2001), Saviani (2011), among others. After analyzing the bibliographic results, it was found that it is essential to develop innovative projects for new methodological teaching practices in the areas of biological sciences, as it will fill some of the gaps left in the initial training.