Use of metaphors and recognition of the teacher's role in the classroom in basic education

Abstract

Reflection should be part of initial training and continues during professional development, being important in the training process. In undergraduate courses, spaces that guarantee reflections on the role of the teacher in the classroom are essential, so that students think about how their actions and thoughts imply the teaching identity and their praxis. One way is to use metaphors. Given this scenario, this research was proposed, involving 25 undergraduate students, in three initial training subjects, in a degree course in Biological Sciences, with the aim of investigating the conceptions of students in teacher training regarding the role of the teacher in the classroom. To this end, the students received a mini closed suitcase, containing some elements inside: piece of elastic, packet of sequins, small packet of gum, whistle, eraser, mirror, flower planted in a vase, permanent marker pen, post it, small box pencils, crayons, sharpener, clock, ruler, comb, scissors, letters and various numbers; and, a children's money bill. Afterwards, the students were asked to open the briefcase and discuss them metaphorically, relating them to the role of the teacher in the classroom. The reflections were recorded, socialized and analyzed. The results identified some characteristics: being flexible, creative, knowing how to attract attention, establishing limits, motivating, having pleasure in teaching, establishing good emotional relationships, respecting diversity, respecting learning time, and recognizing that you are still in professional training, you can make mistakes and correct. Metaphors contributed as pedagogical potential to stimulate reflections.