DESENVOLVIMENTO PROFISSIONAL: ITINERÁRIOS FORMATIVOS E PROFISSIONAIS DE LICENCIADOS EM CIÊNCIAS BIOLÓGICAS DE UM INSTITUTO FEDERAL DO INTERIOR DO BRASIL

Abstract

We used the principles of the biographical method to understand the professional and formative itineraries of graduates in Biological Sciences from IF Goiano Campus Ceres. To do so, we initially administered a questionnaire to learn about their itineraries and to identify those working in teaching. In this process, we sought to understand the potential contributions of the training institution to teacher professional development and/or the critical issues that still need to be addressed. The main results indicate that only 42.2% of the graduates work in teaching. Justifications for not working in the classroom mainly point to 'lack of motivation' and 'frustration with teaching and the system.' Among the respondents, 75.5% completed or are pursuing postgraduate studies. Of those working as teachers, 73.7% teach Science and Biology classes, and 21.1% teach other subjects, demonstrating a disparity between the formative itinerary and the professional teaching itinerary in basic education and the teaching situation in rural areas of the country. Finally, in teacher professional development, challenges include highlighting the integration between theory and practice in initial training, early exposure to the school reality, reflective practice in basic education, and enriching teaching experience through knowledge sharing and collaborative learning.