Formação Inicial de Professores de Ciências Biológicas Mediada por Narrativas Digitais: Uma Pesquisa Baseada em Design

This work aims at summarizing the development, implementation and analysis of an Articulative-Formative Itinerary, a teaching-learning method from a biology teacher education program, as well as at defining design principles to contribute to teacher education. Informed by design-based research, this study followed four phases: analysis of the educational problem; development of the pedagogical artifact; implementation and evaluation of the pedagogical artifact and; reflection to produce design principles. The methodological approach was developed in a partnership with two professors from a biology education department, and the steps were analyzed according to specific research goals. Aiming to tackle the problem of dichotomies between theory and practice and between pedagogical and content knowledge, the Articulative-Formative Itinerary (pedagogical artifact) involved the integration between teaching practice and an elective course, with the production of digital storytelling as the guiding principle for reflection. The objective of the analysis of the stories produced by eight undergraduates was to identify signs that pointed to destabilization of dichotomies. Three tendencies were identified: (1) pedagogical content knowledge emerged mainly in the final articulative stories; (2) digital stories that presented higher levels of reflection mainly mobilized pedagogical content knowledge and; (3) digital stories with higher levels of reflection on motivating events did so due to the greater opportunity for problematization. The work discusses results about the first cycle of a design-based research study, contributing to the formulation of design principles to be refined in later cycles.