| dc.description.abstract | This dissertation develops an analysis of practices of Pibid/Biology/Cesc/Uema supervisor teachers, as well as the Biology teaching conceptions in this work. The theoretical framework concerning teaching education is mainly constituted of contributions by Dal'Igna, Fabris, Gatti and Nóvoa. As for the concept of education practices, it is inspired on Fabris' works. The empirical research corpus consists of documents such as internal regulations and activity reports, which register supervisor Pibid/Biology teachers' educational practices; and of narratives that emerged from interviews conducted with the project coordinator and two supervisor teachers, totaling three interviewed subjects. Data exploration was based on documentary analysis and Bardin's content analysis. Concerning the results, the data analysis indicates that, in this context, educational practices privilege Biology teaching activities related to: use of technologies, understood as innovation and as a means of learning facilitation; appreciation for the use of playful activities for settling Biology concepts; and outside classroom activities, which are considered innovative. These Biology educational practices and teaching conceptions emerged from the analyzed documents and reports, showing that pedagogical practices based on teaching education can be more stimulated in supervisors' actions, in order to provide a further development of meanings regarding innovation and teaching in Biology classes. | en |
