Characterization of Reading Practices in the Initial Education of Science and Biology Teachers

Abstract

This paper presents partial results of a study focused on evaluating the education of graduates from a Biological Sciences Teacher Education Program. The investigation was based on the Referentialization approach proposed by Figari, a methodology that values the identity of the evaluated subjects and allows for a thorough analysis of the information. The analysis of the referents enabled the identification of five formative dimensions, with emphasis on the Curricular Dimension. In this section, the focus is on the reading practices (or lack thereof) undertaken by students during their undergraduate studies. Based on the description and interpretation of the data, the results indicate the need for strategies that promote a reading culture, contributing to the development of a critical and reflective stance toward teaching and learning processes.