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

Abstract

This study presents partial results of a research project aimed at evaluating the education of graduates from the Biological Sciences Teacher Education Program. The investigation was conducted using the Referentialization approach proposed by Figari, a methodology that values the identity of the evaluated subjects and enables a rigorous analysis of the data. The analysis of the referents allowed for the identification of five formative dimensions, among which the Curricular Dimension. In this paper, the focus is placed on the reading practices undertaken (or not) by students during their undergraduate studies. The findings indicate that reading was largely limited to punctual demands, with little articulation to broader professional training. In light of this, the study highlights the need to foster strategies that consolidate a continuous and integrated culture of reading, recognizing it as a structuring practice in the critical, reflective, and civic formation of future teachers.