Itinerários da “prática como componente curricular”: formação inicial de professores de Ciências e Biologia no Instituto Federal do Triângulo Mineiro – IFTM

• Ano de defesa: 2019
• Autor(a) principal: Silva, Liciane Mateus da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Ciências Biológicas; Educação; Formação de professores; Professores de Biologia - Formação; Instrumentalização técnica; Professores de Ciência - Formação; Reflexão na ação; Ensino superior; Biological Science; Teacher Training; Technical instrumentalization; Refletion on action; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/27419; http://dx.doi.org/10.14393/ufu.te.2019.932

This study aimed to analyze modes of operation of the Practice as a Curricular Component – PCC of the Licentiate in Biological Sciences course of the Federal Institute of the Triângulo Mineiro – IFTM. It focused on 1) to identifying the conceptions about the PCC of trainers and undergraduates, especially when it comes to their role in teacher education; 2) to investigate how the notion of interdisciplinarity, the articulation between the specific area and the pedagogical area were mobilized, as well as the didactic transposition; and 3) discuss the knowledges constituted and/or mobilized in this formative dimension. A qualitative research was performed, whose investigation was anchored on presuppositions of the construction of collaborative knowledge. For the collection of data, we accompanied the 8th period’s disciplines with PCC workload, namely: Biogeography, Environmental Education, Geology and Paleontology and Pedagogical Practice VIII; we recorded the meetings, in audio and video, for the discussion about the PCC and for theoretical reflection, elaboration and dissemination of didactic material; we analyzed the Pedagogical Project of the Course, the teaching plans of the curricular units and the reports elaborated by the teachers of the course about the PCC. As a theoretical reference, we have used researches that contribute on the subject, as well as focused on concepts of Basil Bernstein’s theory and some of its commentators. The data were analyzed using the Content Analysis technique and showed that, although different meanings were given to the PCC, in the under the course, which continually hybridized, it emphasized the sense we call "technical instrumentalization". The PCC was structured in the discipline of Pedagogical Practice, distributed throughout the eight periods, and in 19 curricular units chosen in the curricular matrix, however, there was an emphasis, attributed to the elaboration of didactic materials for the teaching of specific contents, selected in the latter, which fade the discipline of Pedagogical Practice. The undergraduates reproduced the pedagogical discourse realized within the scope of the course, which was demarcated by a hierarchy of the biological contents and, to the pedagogical area it has been assigned the task of instrumentalization of more general pedagogical content, coexisting with the specific area. The students have produced the book called “ITO – Você me conhece?”, using contents of disciplines Biogeography, Environmental Education and Geology and Paleontology. The story, in the form of tale, addresses the physical characteristics, origin, how it arrived in Brazil and the factors that have facilitated the invasive alien species Aedes aegypti’s entry and proliferation in our country. Regarding the implementation of the PCC, we understand that it is necessary to give the undergraduate the opportunity to develop a teaching practice that emphasizes "what" and "how" to teach, but mainly that one becomes a researcher and critic of one’s own practice and not just a reproducer of acquired knowledges. Finally, this research constitutes another contribution in the studies about the PCC, however, the theme isn’t exhausted, because this formative dimension still causes strangeness, incomprehension and subversion about its organicity and effectiveness in teacher training courses.