A construção da consciência epistemológica na graduação: uma análise de projetos de pesquisa elaborados por professores em formação

Abstract

This article aimed to analyze research projects developed as undergraduate final project for a Licentiate Degree in Biological Sciences. The following question was listed as a guide: In the context of private higher education, do the epistemological foundations prevalent in the research carried out by teachers in training reveal a break with banking teaching practices? For the analysis of the corpus, the following categories were listed: (i) the dominant pedagogical paradigm; (ii) overlapping of theory and practice; (iii) position taken by students in conducting their research. As a result, we obtained confirmation of the hypothesis that undergraduate teachers do not adhere to the epistemological coherence of the assumptions that underlie and guide their pedagogical practices, they only reproduce the domination processes of banking education.