Múltiplos olhares na formação inicial de professores: que concepções os discentes apresentam sobre o ser professor ?

Abstract

The present work is part of the teacher training area in Biological Sciences, considering the formative experiences as an investigative component in Education. This work aims to investigate what constitutes the students with respect to the experiences and brands of the lived that collaborate for / in their initial formation through the autobiographical narratives. The methodology used was the production of narratives as an element of reflection on the training course of undergraduate students in Biological Sciences of the University of the State of Amazonas in the Normal Higher School with students of the 7th and 9th period of academic training. For data analysis, the Content Analysis methodology was used. Through the experiences narrated by the students, it was possible to identify in the writings, the motivation in choosing the course, as teachers that influenced the choice of course and elements related to specific knowledge of biology; the experience of teaching brings many visions as to being a teacher; the disciplines of Supervised Internship as an important integration into the future teaching profession; the Institutional Scholarship Initiative Program as a learning mechanism for teaching; other brands in the undergraduate course that influence in the training as a time-out and beyond limits; and relationships among learners that had a lot of relevance for some learners during training. And it is concluded that the reports narrated in this research may somehow collaborate with the practice of the Biological Sciences Degree course at the University of the State of Amazonas, because they bring important visions of the students regarding the training of these future teachers.