Formação inicial de professores de biologia numa instituição angolana : conceções dos formadores sobre a integração de Agendas Internacionais
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Data
2021
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University of Lusophone Humanities and Technology
Resumo
O estudo decorre de um outro desenvolvido pelos autores que pretendeu compreender a forma como um Curso de Formação Inicial de Professores de Biologia numa instituição pública angolana era concebido e operacionalizado atendendo a orientações curriculares e formativas internacionais e nacionais. Tendo em vista aprofundar esse estudo, e focando-nos, agora, nos formadores e na relevância atribuída à integração das Agendas 2030 (ONU, 2015) e 2063 (CUA, 2015) no currículo, colocou-se a seguinte questão de investigação: em que medida os formadores incluem no currículo orientações emergentes dessas agendas e, se sim, como? Para responder à questão concebeu-se, e validou-se um questionário aplicado a todos os formadores (N=16), tendo-se obtido 14 respostas. Os dados foram tratados por estatística simples e análise de conteúdo. Os principais resultados sugerem que, apesar da maioria dos respondentes terem um conhecimento reduzido dessas orientações, existem algumas evidências que podem potenciar a sua integração (por exemplo, os objetivos formativos privilegiados, práticas relatadas de alguns dos formadores, vontade manifestada de que essas orientações sejam discutidas). Assim, sugere-se a necessidade de se desenvolver uma cultura institucional que valorize o conhecimento, a reflexão, e a operacionalização curricular, conforme recomendado pela literatura, de modo a promover uma educação para a sustentabilidade tendo em conta a sua complexidade. Palavras chave:formação inicial de professores em Angola; ensino da biologia; educação para a sustentabilidade; Agendas 2030 e 2063
This study follows another one developed by the authors with the aim of understanding the way an Initial Teacher Education Course in Biology in an Angolan Public Institution was designed and developed in accordance with international and national curricular and training guidelines. To deepen this study, and now focusing on teachers’ educators (TEd) and the relevance attributed to the integration of Agendas 2030 and 2063 in the curriculum, the following main question was formulated: to what extent TEd include guidelines emerging from these Agendas in the curriculum, and if so, how? To answer the question, a questionnaire was designed, validated, and applied to all TEd (N = 16), and 14 answers were obtained. Data was analyzed by simple statistics and content analysis. The main results suggest that, although most of the respondents have little knowledge of these guidelines, there are some evidences that can enhance their curricular integration (for example, the objectives privileged by the TEd, reported practices by some of them, and the expressed will to discuss these guidelines). Thus, one suggests the need to develop an institutional culture that values knowledge, reflection and curricular development, as recommended by the literature, to promote education for sustainability taking into account its complexity.
This study follows another one developed by the authors with the aim of understanding the way an Initial Teacher Education Course in Biology in an Angolan Public Institution was designed and developed in accordance with international and national curricular and training guidelines. To deepen this study, and now focusing on teachers’ educators (TEd) and the relevance attributed to the integration of Agendas 2030 and 2063 in the curriculum, the following main question was formulated: to what extent TEd include guidelines emerging from these Agendas in the curriculum, and if so, how? To answer the question, a questionnaire was designed, validated, and applied to all TEd (N = 16), and 14 answers were obtained. Data was analyzed by simple statistics and content analysis. The main results suggest that, although most of the respondents have little knowledge of these guidelines, there are some evidences that can enhance their curricular integration (for example, the objectives privileged by the TEd, reported practices by some of them, and the expressed will to discuss these guidelines). Thus, one suggests the need to develop an institutional culture that values knowledge, reflection and curricular development, as recommended by the literature, to promote education for sustainability taking into account its complexity.
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Palavras-chave
EDUCAÇÃO, FORMAÇÃO DE PROFESSORES, ENSINO DA BIOLOGIA, ANGOLA, EDUCATION, TEACHER EDUCATION, BIOLOGY TEACHING, SDG 12 - Responsible Consumption and Production, SDG 15 - Life on Land, SDG 17 - Partnerships for the Goals
Citação
Chisingui, A V & Costa, N 2021, 'Formação inicial de professores de biologia numa instituição angolana : conceções dos formadores sobre a integração de Agendas Internacionais', Revista Lusófona de Educação, vol. 54, no. 54, pp. 157-179. https://doi.org/10.24140/issn.1645-7250.rle54.10