Formação continuada de professores de biologia: um estudo bibliográfico

Abstract

Continuing education is considered an inherent condition for the professional performance of teachers, a duty to be offered by the State, and a part of the teaching workload. However, despite the mandatory nature and increasing studies, there is still a lack of research that highlights the situations of this training and teachers’ specialties in a broader way. There is also a diversity of sources where information can be found. This plurality led to the definition of qualitative research of the bibliographic type. This research is mainly based on André (1999), Nóvoa (2009), Tardif (2012), and Zeichner (1993) studies, as well as on Brasilian legislation that regulates the continuing education of teachers. The study aimed to identify the trends and challenges posed to the continung education of biology teachers, pointing to the perception of different conceptual and methodological approaches considering Dialnet scientific papers database from 2000 to 2021. A total of 44 articles were found, and 6 of these were selected.The results indicate that the exercise of teaching and formative practices tend to be reviewed with social changes; training for biology teachers highlights topics such as genetics, DNA and evolution, with emphasis on the historical approach to contente and knowledge of concepts about scientific models used in laboratories and blood circulation; training proposal for the use of didactic material (with different activities) present in a biology book; scientific production in the specific area has continued to grow since the last decade, but there is a need for expansion to make it possible to make know situations in different contexts, whether systems, schools, stages and/or educational modalities or even states/regions. It was considered that continuing education as an offer of support to the teacher will be more efficient if it listens to the demands of the teachers themselves and when it constitutes a perennial training process, no longer being fragmented proposals and disconnected from the teachers’ needs. The expansion of research is concluded as a condition to better support training proposals for biology teachers.