El conocimiento profesional del profesor de biología sobre biodiversidad. Un estudio de caso en la formación inicial durante la práctica pedagógica en la Universidad Distrital Francisco José de Caldas

Abstract

Doctoral thesis in Education, in which the author contributes to the teaching of science in the line of research professional knowledge of the professor, through a case study (Case Yonier - teacher in initial training of the bachelor program in biology from the Francisco José de Caldas District University), particularly in the context of pedagogical practice, articulating the principles of research - action. It is derived from the research that the professional knowledge of the biology professor, (CPPB) is the product of the integration / transformation between the knowledge: experiential, life history, context, biological knowledge and didactic knowledge of the sciences - biology. This knowledge is built on reflection in and on pedagogical practice, allowing the student to elaborate explanations about natural phenomena in a contextual way and from there, promote the care of himself and other species, and contribute to the understanding and solution of socio-environmental problems from a complex perspective. The integration / transformation of the previous knowledge will lead to the emergence of four (4) unique knowledge of the CPP regarding the teaching of biodiversity. The first one, teaching of biodiversity and the care of the other and of oneself as an opportunity to "get ahead"; the second, teaching of biodiversity and the maintenance of life from a critical perspective; the third, teaching of biodiversity and the maintenance of life from the understanding of ecosystem interactions; the fourth, the teaching of biodiversity and the structuring of a way of knowing. It is important to consider that the CPP is constructed through a process of Investigation - Action, in reason that the self - reflexive spiral problematizes the practice in itself, enabling its understanding and transformation and consequently the construction of the professional knowledge of the professor and with it its recognition as an intellectual. The Axis DOC (Dynamizing, Obstacle and Questioning) are a conceptual and methodological device that allow to understand the complex construction of the professor's professional knowledge.