出版社：Programa de Pós-Graduação em Educação, Universidade do
摘要：The present text is part of a doctoral research that analyzed reports and papers produced by student teachers who attended the discipline Teaching Practice on Biology during their training stage in High Schools. The aim was to understand the manifestations related to the practice of the Biology teacher observed and to the student teachers’ own practices, so as to grasp what they identify as their most meaningful experiences. Data analysis has elicited meaning production regarding teaching practice: interaction, change, constructivism, productivity, control. By connecting such aspects to the discursive trends formulated by Orlandi (1987), the appropriation of a polemic discourse was identified. Its basic assumption is that eliciting and discussing these appropriations by student teachers can be a means to an important end: to encourage systematic reflection on teaching as knowledge elaboration.
