CONTROVERSIES AROUND THE PROFESSIONAL IDENTITIES OF UNDERGRADUATES IN BIOLOGY: A STUDY INSPIRED IN ACTOR-NETWORK THEORY

ABSTRACT: This is an study inspired in Actor-Network theory which sought to map the following controversy involving the professional identity of undergraduate on Biological Sciences: were the formative experiences of these students, in fact formative, in order to build an identity with teaching career? In other words, which disputes occur around the identities of these undergraduates within their formative scenarios? Data were collected through two focus groups with undergraduates from a large public university in southeastern Brazil, from the methodology of the mapping controversies, referenced by the Actor-Network Theory. It was found that, throughout the academic life of the undergraduates, there are interest compositions (translations) that presents much more deviations than associations in relation to teacher identity, which favors the formation of an extensive network against the teaching career.

摘要：本研究以行动者网络理论（Actor-Network Theory）为理论基础，旨在探讨巴西东南部某大型公立大学生物科学专业本科生职业身份认同相关的争议议题：这些学生的培养经历是否真正助力其构建以教师职业为导向的身份认同？换言之，在其学业培养场景中，围绕此类本科生的身份认同存在哪些争议与分歧？本研究遵循行动者网络理论提出的争议映射方法论，通过对该院校本科生开展两场焦点小组访谈完成数据采集。研究结果显示，在本科生的完整学业周期内，围绕教师身份认同所形成的利益整合（转译，translations）中，偏离性关联远多于协同性关联，这反而催生了以反对教师职业为导向的广泛网络。