Year: 2026
Type: article
Abstract: Teaching places educators in contact with beliefs and theoretical frameworks that accompany them from initial training onward. Reflecting on lived experiences contributes to the development of experiential knowledge, as emphasized by Tardif. This study, structured as an experience report, aims to present perceptions regarding the pedagogical use of the science laboratory in biology education. The investigation was based on a comparative analysis of logbook entries written by a basic education teacher between 2016 and 2025, across different stages of professional development. The narratives reveal a transformation in the perception of the school science laboratory—from a purely technical space to a territory of artistic, civic, and affective formation. These records indicate a growing mastery and appropriation of the space. Reflecting on self-formative processes has enabled a deeper understanding of how teachers construct their professional identities and engage with educational environments throughout their careers.
Author: Alves Santos, Francisco
Institution: Universidade Federal do Ceará
Language: Portuguese
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7204304991