LIFE EXPERIENCES AND FORMATIVE PATH IN THE CHOICE FOR TEACHING IN GRADUATES OF THE DEGREE COURSE IN BIOLOGICAL SCIENCES AT THE UNIVERSITY OF BRASÍLIA
Biology Teachers; Teacher’s Graduation; Experiences; Curriculum; Training Track; Semi structured interviews.
This master’s degree thesis study was consolidated through the use of qualitative methodology, inside the research’s line of Science teacher’s formating process, with an emphasis on the specific thematic of Narratives, Culture and Knowledge.. The search for the development of objectives was carried out through the use of semi-structured interviews, which had as a fundamental theoretical basis elements of narrative research and the autobiographical method. The research process aimed to understand and investigate the possible influence of academic and personal experiences and “pivotal moments” during the teacher’s formating process of graduates of the Biological Sciences course at the University of Brasília in their choice of becoming Biology teachers, and whether they were decisive for this decision to work in the specific area of Science and Biology teaching. The analysis of life stories shared during interviews used the Discursive Textual Analysis (Moraes, 2003) method of analyzing stories, through the construction of analysis categories created based on the themes of the specific objectives, and also, of that emerged throughout the process.