As aventuras das atividades de campo na formação e prática pedagógica de professores de Ciências e Biologia

Abstract

Field activities have proven to be an important strategy for engaging students in educational activities and overcoming the fragmentation of knowledge. Few studies have investigated how teacher education programs explore dynamic teaching methods, such as field Activities. In this context, we decided to develop this adventure research with the aim of investigating the effects of field activities on the inicial education and pedagogical practice of Science and Biology teachers. This research has a qualitative approach and the data construction occurred through questionnaires, interviews, and documentary sources. The participants of the research were eleven adventure teachers of Science and Biology, graduates of the undergraduate program of the Instituto Federal do Triângulo Mineiro (IFTM), in a convenience sample. The data were analyzed by Discursive Textual Analysis (DTA). As a result, the curricular units most remembered for developing field activities were Teaching Field Biology, Zoology, Botany, Ecology, Geology, and Paleontology. The curriculum matrix shows progress, with many curricular units developing field activities and including a specific curricular unit on Teaching Field Biology concerned with preparing undergraduates to implement field activities. However, there has been a historic reduction in the workload of curricular units with field activities over the years, which can be dangerous and compromise teacher education. We noticed that the course has research as a formative principle, since there is the development of research in field activities and in pedagogical activities, with the production of knowledge and publication in scientific events, as a way of overcoming technical rationality. Many of the field trips became unforgettable experiences because they were unique and immersive, and related to emotional aspects, such as first experiences, overcoming fears and personal challenges, and socialization strengthening bonds of friendship. The experiences that provided deep learning, such as meaningful practices and research activities, were also memorable. Field trips provide scientific training and the development of technical and research skills, in addition to developing and mobilizing teaching knowledge. Despite their great importance, fewer than half of the adventure teachers surveyed conduct field activities with their students. However, a good portion of these teachers seek to develop different activities outside the classroom, using the laboratory and alternative spaces such as the gym, the playground, and the cafeteria. Field trips were restricted to places close to the school, such as squares, or places within the urban perimeter, such as recycling plants, urban natural areas, water treatment plants, or museums, due to the ease of access, transportation, safety, and less bureaucracy. For the participants, field activities can arouse interest, and increase the concentration, motivation, and engagement of students in class. Thus, field activities have a significant impact on initial teachear education, enabling Scientific preparation for research and equipping future Science and Biology teachers with new skills and knowledge, helping to build their professional identities and contributing to the incorporation of diversified activities into their future professional practice.