A prática como componente curricular e o estágio supervisionado na concepção dos licenciandos: entre o texto e o contexto

Abstract

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, (PCC) and Supervised internship (ES). Both the PCC and the ES have their actions guided by Resolution CNE/CP 1/2002, 2/2002 e 2/2015. Despite they are very similar conceptions, their historical demarcations were instituted otherwisely. 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.