Reflective Dialogic Journals in the Pre-service Biology Teacher Education

“The school curriculum, which has always been characterized by authoritarian relationships, the apparent privilege of reason, and the function of transmitting knowledge, has recently lost all these characteristics, being limited to a space/time in which subjects isolate themselves for part of their day, without knowing “what they are going to do” (sometimes that doing is limited to working with the textbook) and “why” they are there (...). We are faced with the challenge of transforming ourselves and transforming the curriculum into one of the processes of constructing social subjects who, through reflexivity, deliberate activity, and collective imagination, can be aware that both they and society are constituted by the people who compose it and that, for this reason, it presents the possibility of being (re)created as an autonomous society, therefore, permanently constituent”. Teresinha Fróes Burnham