PEDAGOGICAL CONTENT KNOWLEDGE OF BIOLOGICAL SCIENCES UNDERGRADUATES

Abstract

The research aimed to analyze the contributions of the Institutional Program for Teaching Initiation Scholarships (PIBID) to the development of Pedagogical Content Knowledge (PCK) in Biological Sciences undergraduate students at the Federal Institute of Alagoas (IFAL). The theoretical framework was based on the works of Lee Shulman and other authors. The study, which was qualitative in nature and characterized as a case study, was divided into three stages: literature review (LR), questionnaire application (QA), and content analysis of the data collected (from the LR and the scholars' responses in the QA). The results indicate that PIBID is a factor in strengthening the PCK of the undergraduates, mainly by: Bringing theory closer to teaching practice. Expanding the didactic strategies used. Favoring curricular understanding. However, the study also revealed weaknesses in the program, such as the limited use of active methodologies and challenges in addressing diversity in the classroom. Despite these gaps, PIBID proved to be fundamental for the training of more reflective teachers, with greater pedagogical mastery and the ability to integrate specific knowledge into the school context. The findings reinforce the relevance of the program in initial teacher training, while also pointing to the need to overcome the identified limitations.