Estudo das alterações curriculares do curso de Ciências Biológicas da Universidade Federal de Uberlândia (1970 a 2013)

• Ano de defesa: 2016
• Autor(a) principal: Corrêa, Gilvane Gonçalves [UNESP]
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Políticas curriculares; Ciências Biológicas; UFU; Ciclo de políticas; Comunidade epistêmica; Curriculum policies; Biological sciences; Policy cycle; Epistemic community
• Link de acesso: http://hdl.handle.net/11449/137779

This study is linked to the 'Public Policy, School Organization and Teachers Training' line of research from the postgraduate course in Education offered by Universidade Estadual Paulista's Faculty of Science and Technology. It is set in the search field of Public Policies focused on the training of graduation and baccalaureate students in Biological Sciences. It's aimed to understand the elements that compose the curriculum policies focused in training both graduation and baccalaureate students in Biological Sciences and also analyze the continuities and ruptures of curriculum matrices of this undergraduate course at Federal University of Uberlândia. The production of empirical data was developed through qualitative documentary research using the records of creation and modification of the Biological Sciences's undergraduate course curriculum kept by the Federal Council of Biology. The curriculum authors - CFBIO, MEC and IES, presented themselves sometimes overlapping, other individualized, productions in the training policy of the above mentioned biologist. In the IES, in many respects, the combined conduct of graduations accompanied the greatest regulations. In other respects, this conduct left traces of curriculum development by proximal authors, illustrating the reinterpretation of training policies. The policy analysis supports the view that in CNE / MEC and CFBIO spaces, operate some forces that have not become definitely winning in the building project, sometimes run by the state, other representing organized civil society sectors. The thesis argues that there are no public policies for training biologist in recent decades in order to design an educational model that is linked to its particularities, or advance beyond the specific and pointed questions ruled by the committees created by CNE / MEC and by CFBIO.