Build, develop and understand: debates about research experiences during science teacher's

Abstract

The university is composed of several spaces, one of which is the Research space, and there are several ways to do research during academic training, in undergraduate courses. It is during the Internships that undergraduates experience research in education. In this paper our objective is to discuss about these experiences, how science teachers in initial training build, develop and understand research in education during the Estágio Supervisionado de Formação de Professores I, in their initial training. Sixteen undergraduate students in Biological Sciences, Chemistry and Physics from the Universidade Federal do Rio Grande do Norte joined the research, subdivided into 11 groups. From the answers obtained, it was possible to divide them into three major categories, subdivided into eight others. It was possible to see processes of initial teacher training during the interviewees' statements about their experiences in education research, with a greater representation (44.12%) of responses that express a meaning of school culture. Thinking about teacher education, it becomes possible to consider dialogues between elements that make up the multiple realities of schools and how these are experienced during the Estágio Supervisionado de Formação de Professores I.