A formação de professores de Ciências Naturais para o ensino fundamental da educação básica é realizada principalmente em cursos superiores de Licenciatura em Ciências Biológicas, mas o interesse primordial dos cursos é formar essencialmente professores de Biologia. Assim, as instituições de ensino superior que os mantêm elaboram e executam os projetos pedagógicos enfatizando disciplinas da área biológica e não dispensam às disciplinas de Ciências da Terra, notada-mente a Geologia, o devido valor como integrantes das Ciências Naturais. Em alguns casos, é possível que essa disciplina faça parte da grade curricular do curso apenas para cumprir orientações da legislação ou normatizações educacionais, sendo evidente a falta de investimentos, nesses cursos de formação de professores, em docentes especializados, atividades de campo e laboratórios relacionados às Ciências da Terra.
The formation of teachers in Natural Sciences for elementary students of basic education is mostly performed at university in Biological Sciences courses degree. However, the main interest of these courses is to form, essentially, Biology teachers. Thus, institutions of higher education that offer these cour-ses create and execute their projects emphasizing pedagogical disciplines related to the biological field and do not consider the disciplines from Earth Sciences, especially Geology, and its value as a part of Natural Sciences. In some cases, it is possible, either, that this discipline is part of the curriculum of the course only to fulfill the guidelines of legislation norms or educational syllabus, and being apparent the absence of investment in these training courses for teachers in general, specialized laboratories teachers and outdoor activities related to Earth Sciences.
The formation of teachers in Natural Sciences for elementary students of basic education is mostly performed at university in Biological Sciences courses degree. However, the main interest of these courses is to form, essentially, Biology teachers. Thus, institutions of higher education that offer these cour-ses create and execute their projects emphasizing pedagogical disciplines related to the biological field and do not consider the disciplines from Earth Sciences, especially Geology, and its value as a part of Natural Sciences. In some cases, it is possible, either, that this discipline is part of the curriculum of the course only to fulfill the guidelines of legislation norms or educational syllabus, and being apparent the absence of investment in these training courses for teachers in general, specialized laboratories teachers and outdoor activities related to Earth Sciences.
