Biologist or Teacher of Biology?

the training of educators of Biological Sciences in Brazil

Authors

  • Lia Maris Orth Ritter Antiqueira Universidade Tecnológica Federal do Paraná (UTFPR), Câmpus Ponta Grossa, PR, Brasil. http://orcid.org/0000-0001-8453-0751

Keywords:

Higher education, Professional identity, Teaching degree

Abstract

We here discuss the formation of teachers in Biological Sciences in brazilian universities. Often, undergraduate courses do not value the teaching career and contribute to the weakening of the biology teacher’s identity. Several higher education institutions propose in their course projects the formation of biologists who may also be teachers, when in fact they should prioritize teacher training, which will be the professional career embraced by the vast majority of graduates in biology in Brazil. This frequent practice is commonly called the “bacheloring” of teaching degrees, contributing to the devaluation of the teaching career and demotivation of students who choose this type of degree. It is urgent and necessary to strengthen the identity of these undergraduate courses and their professors, so that they understand their role in the training process of biology teachers instead of biologists who teach.

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Author Biography

Lia Maris Orth Ritter Antiqueira, Universidade Tecnológica Federal do Paraná (UTFPR), Câmpus Ponta Grossa, PR, Brasil.

Licenciada em Ciências Biológicas, mestre em Gestão do Território, doutora em Ciências e pós-doutora em Ciências Florestais e Genética. Docente e coordenadora dos cursos de Licenciatura em Ciências Biológicas e Licenciatura em Ciências Naturais da Universidade Tecnológica Federal do Paraná, Câmpus Ponta Grossa.

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Published

2018-12-10

How to Cite

ANTIQUEIRA, L. M. O. R. Biologist or Teacher of Biology? the training of educators of Biological Sciences in Brazil. Revista Docência do Ensino Superior, Belo Horizonte, v. 8, n. 2, p. 280–287, 2018. Disponível em: https://periodicos.ufmg.br/index.php/rdes/article/view/2488. Acesso em: 27 nov. 2024.

Issue

Vol. 8 No. 2 (2018)

Section

Opinion articles

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