A "experiência de si" em bionarrativas sociais (BIONAS) na formação de professores de Ciências e Biologia

Abstract

This dissertation has as its object of study the Social Bionarratives (BIONAS) built in the Observatory of Education for Biodiversity (PROFBD) project, through the itinerant event of the Caravan of Diversity that went through six Higher Education Institutions (IES). This proposal provoked Biological Sciences graduates to build BIONAS that showed elements of local biodiversity and of themselves in the context of teacher training. From this context, this work aims to analyze the meanings and meanings related to the "experience of oneself" present in BIONAS written by undergraduates in science and biology. The theoretical framework of this research problematizes, at first, the models of teacher education commonly observed in Brazil, evidencing homogenizing aspects of the training processes and rationalities that lead to the silencing of the voices of the subjects in training, especially with regard to relative aspects their link with their locality and the associated biodiversity as sign and symbolic universes that constitute their identities. Then, we supported the perspective of critical interculturality and the production of digital narratives as assumptions to provoke the order of speech in formal teaching processes, constituting the hypothesis of singularity, experience and otherness as fundamental elements of reading and writing for a training that consider cultural diversity. As a methodology, we experienced the process of conducting intercultural pedagogical workshops at UFOP and UFTM. Later, we characterized the BIONAS present on the digital platform, with the purpose of selecting the corpus of analysis, which led us to two BIONAS “We are not a catalogue: gay XY biology teacher” and “Uberaba the land of dinosaurs”. Based on the Bakhtian perspective of discourse analysis, we explore the meanings and meanings of the statements present in narrative and autobiographical texts, in order to perceive voices related to aspects involving the training of Science and Biology teachers, the relationship with identity elements and the experience of reading and writing of the subjects from a proposal that considers the relations with the locality and biodiversity as constitutive elements of the singularities of the enunciating subjects. The first analyzes point out that the hegemonic discourse arising from curricular policies and formal educational systems constitutes a shield for the processes of reading and writing to be outlined, with the production of narratives being an enunciative counterword to the hegemonic discourses about their localities. These results show us that BIONAS enable a moment of listening, establishing possibilities for a model that includes academic culture, territory and “self experience” as dialogic elements. In addition, this genre makes it possible to consider aspects of art, digital resources, biodiversity and locality as subjective and identity elements that promote the act of writing, the possibility of saying from oneself and against a silencing word. These indicators show us possibilities for thinking about reading and writing in training, pointing to authorship processes from the critical and reflective perspective of teachers.