Aprendizagem docente no ensino superior: processos formativos de professores e estudantes nas licenciaturas da área de ciências biológicas, exatas e da terra ; Teaching learning in higher education: training processes of teachers and students in the licenses of the biological, exact and earth sciences

This study is part of the research, Training, Knowledge and Professional Development line of the Post-Graduate Program in Education of the Federal University of Santa Maria (UFSM) and is linked to a larger research entitled "Learning of Teaching: Formative processes of students and trainers of higher education (2012 to 2016)", developed by the Research Group Teacher Training and Educational Practices: Basic and Higher Education (RGTTEP). In this research we seek to understand the formative processes and their implication in the teaching learning of trainers and undergraduate students in the area of Biological, exact and earth Sciences of a Public Higher Education Institution. As specific objectives we highlight: to know the formative trajectory of trainers and students of the degree courses in the area of biological, exact and earth sciences; To recognize the teaching conceptions of the trainers and the students of the mentioned undergraduate courses and to identify the implications of the formative processes in the teaching learning of the trainers and students of the licentiate courses in the area of biological, exact and earth sciences. In order to do it so, the methodological approach used was of a qualitative nature and developed from the sociocultural perspective of a narrative perspective based on Bolzan's studies (2001 to 2016), substantiated by Vygotsky's historical-cultural theory (1995, 2007), enunciation in Bakhtin (2011) and Clandinine Connelly(1995) and Freitas‟s narrative studies(1998, 2010). Initially, the data were collected with a questionnaire, to map and meet the trainers who work in these courses and define the choice of these subjects. Further, semi-structured interviews were conducted with twenty teachers and twenty four students who are in different stages of the undergraduate courses. We construct the analytical dynamics of our research based on the studies of the Umbrella Project, taking as central category teacher learning and the dimension of formative architecture, amplifying in two ...