A formação continuada docente e os desafios tecnológicos na área de Ciências Biológicas: concepções epistemológicas na pós-graduação

Abstract

The present article discusses the continuing education and the technological challenges as imbricated actions in the teaching process in order to offer new constructive possibilities of/for pedagogical action. Thus, the problem question is raised: What are the epistemological contributions of dissertations and thesis, between 2010 and 2022, in/for the continuing education of biological science teachers, considering the challenges imposed by technologies? Therefore, the objective of this research is to analyze the epistemological conceptions in dissertations and theses produced between 2010 and 2022 in relation to continuing education and the challenges imposed by technologies to biological science teachers. This study is a bibliographic research of qualitative approach and descriptive. As a methodology for data collection, we considered three descriptors: Continuing Education, Technology, andBiology. For this, the platforms Capes and Biblioteca Digital were used. Thus, 14 research studies were used, including dissertations and theses. The authors who contributed to the theoretical basis were: Freire (2002), Nóvoa (2009, 2019), Tardif (2010), Arruda (2013), Marques (2016), Rocha (2016), Pimenta, Anastasiou, Cavallet (2019), among others. In view of this study, the research results pointed out that continuing education is essentially necessary in/for teaching action and that teachers need to continuously self-train due to social demands that are directed towards innovations and scientific discoveries. Therefore, it is necessary that Biology teachers reflect on the formative process and (de)routine their practices, in order to continuously challenge themselves to innovate so as to have a quality teaching, not a traditional one.