Prática como componente curricular – definições legais e sua expressão na formação inicial do professor de ciências e biologia

• Ano de defesa: 2017
• Autor(a) principal: Omelczuk, Aline Bona
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Ciências Biológicas; UFSM; Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Formação de professores; Curso de Ciências Biológicas; Prática como componente curricular; Teacher training; Biological sciences course; Practice as a curriculum component; CNPQ::CIENCIAS BIOLOGICAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/13669

This research was developed within Graduate Program in Science Education: Chemistry of Life and Health, from Natural and Exact Sciences of the Federal University of Santa Maria (UFSM), and associated to the "Inter-institutional School Performance and Academic Inclusion Research Group" (IDEIA). We are willing to answer the following research problem: How are "Practices as Curricular Components" defined within official documents and developed during the initial training of Science and Biology teachers? The nature of the research, the information collected and the analysis mode adopted for the treatment of the information is qualitative. The study had as object of research the Course on Biological Sciences of UFSM, Santa Maria campus and as sources of information the current national legislations on teachers training for Basic Education and the Political-Pedagogical Project (PPP). Specific routes were created for the documents analysis. In the information analysis, we use the principles of Bardin’s Content Analysis. From this material, we find that, in legal regulations, there is an obligation to narrow the theory and practice relationship, which must be present throughout the course, likewise they must also be distributed in Practices as a Curricular Component and Supervised Curricular Pre-Service Internship, both with a minimum of 400 hours each. However, such legislation does not cite, refer to, or exemplify how to exercise, work, and develop such a theory-practice relationship. The Political-Pedagogical Project of the Course on Biological Sciences of UFSM, refers to articulate theory with practice, but no mention of how this relation will be developed in the course is seen in introductory texts or in disciplines syllabuses. Therefore, the present research seeks to contribute with future studies which also aim to understand the articulation forms between theory and practice through Practices as Curricular Component (PPC) in Courses such as Biological Sciences. We believe that the most appropriate way to implement the Practice as a Curricular Component may be through Didactic Transposition, where the universitary professor should stimulate, challenge and encourage future teachers, so that they develop the practice of self-reflection, evaluation, re-elaboration and transformation all the way through Teaching practice.