WRITING AND READING OF TEACHERS IN TRAINING OF SCIENCE AND BIOLOGY

Abstract

Master, may I write with my own words? What seems more a chorus of Elementary and High School students also can be heard in Higher Education classrooms, in professors training courses of Science and Biology, on disciplines for internships teachers. What provides this silencing of the textual productions of our future teachers? Which of other issues are involved in this feeling of worthlessness of writing? Starting from the initial interrogation of this summary, conducted by the students of the final Degree in Biological Sciences from two public Universities (2005 – 2011), and the work developed within the semester, I aim to analyze what situations that leads to the silencing in writing, as well as the notion within a course of formation of the own words (or the own head) and the authors in textual production activities. During these semesters is possible to notice how the idea of being graduated as an transformation act, of self change, of the self construction as subjects, who thinks and acts regarding to what they’ve learned, is not clear to the students. That is, sometimes, often by claiming to be offset by the possibility of writing in their own words, the students do not identify themselves, in their way to deal with the professionals challenges (the course conclusion research or the text production for the regency, for example) the traces of their formation, or the learning of the disciplines (both classes and texts readings) as participating of their constitution as subjects. Besides, they take the formal-academic writing (and scientific divulgation texts – for the scholar public) not only neutral and impersonal, as without a establishment of links with the culture or production of senses delinked from those strictly scientific.