Mapeamento ambiental no estágio supervisionado na formação docente em ciências: caminhos para articulação ensino, pesquisa, extensão

Abstract

This study aimed to report and analyze an initial training process for Biology teachers, which sought to articulate teaching, research and outreach, focusing on socio-environmental issues with and in a school community. This process took place in the Supervised Teaching Internship III, part of the Biology graduation course at the Federal University of Lavras (UFLA) in 2022. The path chosen to achieve the objective was to carry out a participatory action research developed collectively with the interns. The research consisted of carrying out a socio environmental mapping in the surroundings of a State School in the city of Lavras, culminating in a pedagogical practice in which a dialogue was established between Science Teaching and Environmental Education as a return to the school community in question. This study describes the development of the research and evaluates, based on the reports of the undergraduate students and the researcher's participant observation, the process for their training as teachers. Based on the investigation using Content Analysis of the data collected, two chapters were drafted. The first chapter focuses on the collective development of the research during the internship and this process in teacher training. The second chapter addresses the local reality observed through environmental mapping and the students' impressions of this part of the research, as well as the process of developing and implementing the environmental educational pedagogical practice. These chapters bring to light the most compelling and striking issues identified by the interns in their training process in the teaching-research-outreach relationship, issues that highlight the importance of education that guarantees technical and political competence and commitment.