Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Silva, Aline Lopes da |
| Orientador(a): |
Machado, Vera de Mattos |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Mato Grosso do Sul
|
| Programa de Pós-Graduação: |
Não Informado pela instituição
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://repositorio.ufms.br/handle/123456789/9553
|
Resumo: |
This thesis aimed to investigate the initial training curriculum for teachers of undergraduate courses in Biological Sciences at federal public universities in the state of Mato Grosso do Sul, regarding the organization of the didactic environment and the development of praxis during the Supervised Internship field. The research was carried out in two stages: a priori, the Pedagogical Course Projects (PPCs) of two undergraduate courses in Biological Sciences at two federal universities in Mato Grosso do Sul were investigated, as well as documents and regulations on the initial training of Biological Sciences teachers relevant to the Supervised Internship, in light of some assumptions of Content Analysis; subsequently, interviews were conducted with teachers and students of the two objects of study, analyzed using the framework of Discursive Textual Analysis. The results discuss the phenomena that emerged from the final categories that discuss the connections between the complexity of the Supervised Internship processes, the impact of the curriculum on teacher training, and the distinction between theory and practice in praxis. In the analyses of the two PPCs, we identified that they are designed with a view to the personal, cultural, ethical, and social development of future teachers, and also address and discuss relevant contemporary issues, such as environmental education, inclusive education, among others. During the analyses, it is possible to understand several problems in the experience of interns within the school reality, which range from transportation, the choice of school to teach, to problems with the workload of the subjects, especially after the insertion of the BNCC, with the implementation of the internship for night-time students, the internship in pairs. We reaffirm that, despite the prescriptive national curricula (DCNs, BNC-Formação and BNCC), developed by Noosfera, the two courses not only establish rules, but also encourage a certain independence in the construction of their PPCs, at a time when we see that there is a certain resistance to neoliberal education policies. |
