Banca de DEFESA: MARIA DE LOURDES COSTA DE VASCONCELOS

PUBLIC POLICIES ON TEACHER TRAINING AND THE IDENTITY OF THE TEACHER DEGREE COURSE IN BIOLOGICAL SCIENCES AT UFRPE: the Song, the Club and the Corner

Teaching training, Degree in Biological Sciences, Identity of graduation.

This doctoral thesis investigated the influence of national and institutional health policies

teacher training in the construction of the identity of the Biological Sciences Degree course at UFRPE. The research question was “how do public policies for initial teacher training and institutional movements influence the construction of the identity of the Biological Sciences Degree course?”. The general objective of the study is to understand how national policy and institutional policy on initial teacher training influence the construction of the identity of the UFRPE Biological Sciences Degree course. To this end, four specific objectives were established: identify the structuring categories of degree identity in the legal documents that regulate Degree courses in Biological Sciences; identify the influence of institutional initial teacher training policies on the construction of the identity of the Biological Sciences Degree course; analyze the level of commitment of UFRPE's teacher training policy, consolidated in its institutional documents, with the construction of an identity for a Degree in Biological Sciences; and analyze the structuring categories in the PPC that contribute to the construction of the degree identity. The qualitative approach research included data collection carried out through semi-structured interviews and documentary research. Data analysis was carried out using the categorical content analysis methodology, considering the macro and micropolitical dimensions of teacher training. The QRS NVIVO - 12 software was used to assist in the analysis of the collected material. The research was designed in three stages, guided by the Policy Cycle approach by Ball et al. (1992). The results highlight the influence of public policies on initial teacher training, the impact of the institutional movement and the negotiation process on the construction of the degree's own identity, the understanding of the construction of this identity, the importance of the NDE as a key element in the construction and preservation of the identity of the Biological Sciences Degree course, the importance of the COAPI, Forum of Degrees, CCD and NDE collegiate bodies in the construction of curricular policies and the theoretical-methodological foundations of degrees in the area and expansion of understanding about initial teacher training policies in the area. This study contributed to the advancement of knowledge about the construction of the identity of a degree in Biological Sciences, the use of structuring categories as a method of analyzing the PPC of degrees, deepening knowledge about teacher training policies and their influence on the construction of the degree identity, more comprehensive and integrated understanding of educational macro and micro policies, contexts, institutional movements and pedagogical practices, improvement of teacher training policies for the basic education, development of research on Natural Sciences teacher training. The research points the way to new studies, such as the analysis of the context of practice, considering the way in which teachers translate, interpret and perform the new proposal for the degree of teacher training courses for the area of Science and Mathematics.