Characterization of biology teacher training courses

Abstract

The teacher is seen as a mobilizer of knowledge that builds and reconstructs his knowledge according to his need. However, research shows that many teachers show a tendency to devalue their professional training. Considering the importance of the Practice as a Curricular Component (PCC) in the training of teachers and the peculiarities of the undergraduate courses in Biology, we aim to investigate and discuss how the subjects related to the CCP are distributed in Biological Sciences courses. In order to do so, we analyze Pedagogical Projects of Biological Sciences courses focusing on the following aspects: how the Practice is developed as a Curricular Component and in which semesters it occurs. Through documentary analysis (Lüdke and André, 2018), we realize that most courses are in conformity with the laws that regulate the duration and the compulsory workload for the Basic Education Teachers' Training courses, but should be in line with Resolution 2/2015, which will come into effect from July 2019. We have also seen that the CCP is often misunderstood and confused with the application of specific knowledge in the classroom, that is, with Supervised Curricular Internship or with laboratory practice techniques. However, CCP must be performed in different ways, without necessarily involving activities in the laboratory or field. In this sense, the Supervised Curricular Stages are the most opportune places to exercise the knowledge and skills developed with the PCC. In this sense, we consider the PCC as a moment of connection of the course, focused on the linking of the disciplines of the specific area with those of the pedagogical area and possible application in the classroom.

Keywords

• formação de professores
• prática como componente curricular
• cursos de ciências biológicas