A prática como componente curricular e o estágio supervisionado na concepção dos licenciandos: entre o texto e o contexto
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2017-03-21
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Universidade Federal de Goiás
Resumo
The teaching practice has been influenced by many contexts, molded by historical
facts showing many different meanings, consequently it was institutionalized through
curricular changes occurred in the teaching degree courses since its conception.
During this process, pair of practices have become the outstand in the matter of
establishing the teacher background nowadays, for instance: Practice as a curricular
component, as title in portuguese as Prática como Componente Curricular (PCC) and
Supervised internship, as title in portuguese as Estágio Supervisionado (ES). Both the
PCC and the ES have their actions guided by Resolution CNE / CP 1 and 2/2002.
Despite they are very similar conceptions, their historical demarcations were instituted
otherwisely. Therefore, the research has investigated how PCC and ES are
systematized based on some conception of graduated chemistry students, who are
from some postgraduate institution, as known as Instituições de Ensino Superior - IES
of the state of Goiás. Questionnaires (printed and virtual, on google docs) had been
used such as a collect data instrument, providig new emerging datas. In the corpus of
the research was presented the opinions, resolutions and guidelines that define and
systematize the PCC and ES in the degree course in chemistry seeking to relate them
to the conception of the students originated from the datas collected in the
questionnaires. As result of the analyzed aspects, it was noted a lack of
understanding, or some further, a lack of distinction between what is the practice
attributed to the PCC and what is the practice developed in the ES. Even if they are
alike in the meaning of teacher trainer practices, they differ in their modes of
systematization, which are even specified by technical statement, resolutions and
guidelines. This lack of understanding has led the graduated student to a superficial
and, in some cases, misconception that the PCC and ES are similar and/or
simultaneous formative elements. Thus, the present research intends, together with
others researches, to characterize the activities destined to PCC differing them from
the ES and thus contribute to a better systematization within the teacher training
courses inside the chemistry area of the state of Goiás.
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SANTOS, A. J. S. A prática como componente curricular e o estágio supervisionado na concepção dos licenciandos: entre o texto e o contexto. 2017. 105 f. Dissertação (Mestrado em Química) - Universidade Federal de Goiás, Goiânia, 2017.