Impacto dos recursos didáticos na formação docente dos alunos do curso de licenciatura em ciências biológicas da Universidade Federal do Oeste do Pará

Abstract

Today, the educational demand in science teaching imposes more didactic skills on teachers to teach their classes, meeting multiple learning needs of students. In this way, having qualified training that promotes reflection and practical-pedagogical skills in their trades is essential for students taking undergraduate courses. In view of this requirement, professors of the Degree in Biological Sciences at the Federal University of Western Pará use didactic resources (R.D.) as an evaluation to promote knowledge and reflections in the pedagogical practice of their students. Thus, this work aims to understand the reality of the elaboration, production and destination of teaching resources as evaluative requirements of certain disciplines and the impact on the formation of students of the Degree in Biological Sciences at the Federal University of Western Pará, in Santarém /Pará. In order to achieve these objectives, three questionnaires were applied to enrolled students with a focus on understanding what they considered about the R.D. required for them. The results showed that there is a large amount of elaboration and production of R.D. in the course, which are required by different professors in several of their disciplines, some use them in all of them, others frequently and some sporadically. Thus, the results showed that the R.D. they are already widespread as an established methodology with the use of different materials; with diverse purposes and target audience, and constituting within the students' training structure, promoting reflections on their practices, new teaching skills, productive collectivity, as well as through the R.D. students feel more motivated and say they learn in a more meaningful way the worked content required for the evaluation of the R.D. in the discipline, allowing them greater training in the creation of differentiated didactics and the destiny of R.D. post evaluation. It is concluded that this work adds to the teaching of Science and to the academic community of the Course, from the understanding of the elaborative and productive reality of the R.D. a potential to be improved for better use in internships, pedagogical disciplines and as an evaluative tool in certain disciplines.