Verificação da condução da prática como componente curricular e dos estágios supervisionados do curso de licenciatura em química do IFG-Câmpus Itumbiara
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2017
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The objective of this work was to identify how the practice implements itself as a
curricular component and as supervised practice of the Chemistry Graduation Course of
IFG Câmpus Itumbiara, as well as to compare the formative proposal presented in the
Pedagogical Project Course (PPC) and the effectiveness of these activities. The Brazilian
legislation provides 400 hours of Practice as a Curricular Component (PCC) and 400 hours
of Supervised Practice as compulsory formative elements in teacher training courses.
However, the resolutions that establish these hours are not specific in the sense of how
these workloads should be structured. This research is qualitative because it considers that
knowledge is a human construction and, therefore, it’s contextualized in a period and a
space. The data were collected by means of the Pedagogical Project of the Chemistry Graduation Course of IFG - Câmpus Itumbiara was built based on the legal regulations regarding PCC, but as these regulations do not define how these CCPs can be effected in
the development of the curriculum of the course, it is up to the teachers to interpret and
carry out these activities. The teachers' narratives show that they agree that the workloads
of the PCC can be distributed in the existing subjects according what is in the PPC, but that
there is the necessity of discussion of which strategies can effectively contribute to the
graduates' training model, based on critical rationality, in other words, the transformation
of education and society. Graduation Course of the IFG - Câmpus Itumbiara, documents provided by the course
coordination regarding the development of the PCC in 2015/2 and the questions opened to
the teachers of this course who taught classes in the period 2015/2, as well as documents
completed by trainee teachers in the period 2016/2. These data were analyzed using the
Discursive Textual Analysis technique. The results show that the PPC of the Chemistry Graduation Course of IFG - Câmpus Itumbiara was built based on the legal regulations
regarding PCC, but as these regulations do not define how these CCPs can be effected in
the development of the curriculum of the course, it is up to the teachers to interpret and
carry out these activities. The teachers' narratives show that they agree that the workloads
of the PCC can be distributed in the existing subjects according what is in the PPC, but that
there is the necessity of discussion of which strategies can effectively contribute to the
graduates' training model, based on critical rationality, in other words, the transformation
of education and society.
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Práticas, Estágios, Formação de professores
Citação
FIELD'S, Karla Amâncio Pinto et al. Verificação da condução da prática como componente curricular e dos estágios supervisionados do curso de licenciatura em química do IFG-Câmpus Itumbiara. Latin American Journal of Science Education, [s. l.], v. 4, n. 2, e22001, 2017. Disponível em: https://www.lajse.org/nov17.html. Acesso em: 13 jun. 2024.