Formação inicial de professores: uma análise da prática como componente curricular da Licenciatura em Ciências Biológicas - Universidade Federal do Amazonas

Abstract

This dissertation aimed to understand the perception of Practice as a Component Curriculum (PCC) of teachers and students in the Biological Sciences Degree course from the Federal University of Amazonas (UFAM). To understand the PCC, we analyzed official documents (Resolutions and Opinions of the National Education Council) and institutional (Pedagogical Project of the Degree Course in Biological Sciences of the UFAM) about the CCP. Interviews were conducted with teachers and the questionnaire and focus group technique with students. For data analysis, we used the Discursive Textual Analysis (ATD), by Moraes and Galiazzi. To understand the perception of In the opinions and resolutions, some concepts were used, such as theory-practice, social and practical responsibility as a curricular component. The results allowed understand that the understanding of the concept of CCP at UFAM is still incipient, and that this university is still far from the discussions of other universities in the country, which have already had further adjustments after Opinion 02 / 2015. UFAM professors perceive the PCC as practical dimension of the theory, but there are some efforts to combat the confusion of concept in the institution. However, the dichotomy between theory and practice, the resistance of some professionals, as well as the lack of experience of how CCP can be done, has an obstacle in training. Students have 3 perceptions of the CCP: as a moment application of didactic tools, such as the moment of construction of didactic materials and as a moment of innovation in teaching methodologies. It is concluded that the PCC at UFAM, has the potential to assist in teacher training, but for this it needs some adjustments institutional and professional.