Aprender Para Ensinar: Práticas Pedagógicas Inovadoras Na Formação De Professores De Ciências E Biologia.

Palavras-chave

Formação Docente; Ensino de ciência e biologia; Monitoria acadêmica

Autores

• Wesley Batista do Nascimento
• Luciene Amaral da Silva
• Mariana Vital

Abstract

The project “Learning to Teach: Innovative Pedagogical Practices in the Training of Science and Biology Teachers” analyzed academic tutoring as a formative space between theory and practice in initial teacher training. Developed over one academic semester, the study investigated how tutoring activities in the subjects of Education and School Work Management, Research in Education, and Development and Learning contributed to overcoming academic difficulties and improving the pedagogical skills of the tutors. The study was based on Frison (2016), Libâneo (2013), and Tardif (2014), highlighting tutoring as a collaborative practice, pedagogical mediation, and the articulation between knowledge from practice and teacher training. The activities included student mentoring, a pedagogical workshop, and the production of an Interactive Digital Guide for teaching Science and Biology, using innovative methodologies. The results indicated that tutoring provided practical teaching experience, strengthening the relationship between theory and practice and encouraging innovative methodologies. It is concluded that the action contributed to the initial training of future teachers and to the improv