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LAGE, Maria Aparecida Guerra. Academic research on Biology Teacher Education in Brazil (1979-2010): a State-of-the-Art Based on Dissertations and Theses. 2018. 250 pages. Thesis (Doctorate in Education), Faculty of Education, The Federal University of Uberlândia (UFU), Uberlândia, 2018. (Supervisor: Ana Maria de Oliveira Cunha). When evaluating the area of teacher education and the academic production generated in this area in Brazil, one finds a vast literature that has pointed to the importance and the centrality of this theme in several spheres and levels of education. Hence, taking into account the literature of the area, the projects, the plans and actions of the government in the last decades, we can assert that teacher education has received special attention as a field of research and educational policy. Nevertheless, by researching the academic production in this field, we realized that, although there is a large number of state-of-the-art studies aimed at discussing teacher education in general, there is still a gap in the literature regarding the research and the academic production related to Biology teacher education in Brazil. So, taking this into account, we pose the following research question: What are the research approaches that can be observed concerning the academic work in the area of Biology teacher education in Brazil in the last three decades? So, the present research aimed at mapping the Brazilian academic production regarding the approaches and the main trends of research in the area of Biology teacher education, through the identification and analysis of dissertations and theses produced between 1979 and 2010. The research can be described as a state-of-the-art study, which analyzed 120 documents from 57 postgraduate programs of 50 Higher Education Institutions. The dissertations and theses were analyzed both from the point of view of general descriptors – bibliographical data, postgraduate programs and institutions of origin – as well as from specific descriptors, such as type of training processes, undergraduate courses, subjects and research tools, formative approaches, field of specific knowledge and field of pedagogical knowledge. The results of the distribution of the documents in the different post-graduate programs revealed noticeable differences in terms of production and distribution pattern of the documents over the three decades, both concerning institutions and regions, as well as approaches and trends of research in the country. To conclude, we could say that the approaches and trends of the research on Biology teacher education fall into thirteen main formative approaches that characterize the teachers’ formation, most of which are part of the field of pedagogical knowledge, in contrast to a smaller number of pieces of research that is part of the formative approaches that articulate the fields of pedagogical and specific knowledge.

A pesquisa acadêmica sobre formação de professores/as de biologia no Brasil (1979-2010): um estado da arte baseado em dissertações e teses