Prática como componente curricular como elemento formativo: compreensões nos projetos pedagógicos de licenciatura em química em Goiás
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2017-02
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Practice as Curricular Component (CPC) was established initially in Resolution (CNE /
CP 2/2002) and remains in the recent Resolution (CNE / CP 2/2015) that defines the National
Curriculum Guidelines for initial training at higher level and the continuing education of teachers.
Despite having legally been established to fourteen years, 400 hours of PCC in teacher training
courses, today many questions arise about the subject, because despite the existence of the legal
directions is plural understanding of what will be the PCC by of the IES. This study aimed to
Pedagogical Course Project (PPP) of the Goiás state higher education institutions to understand
that these texts present than is the Practice as Curricular Component. This is a qualitative research
that uses as a method to Text Analysis Discourse (ATD). The corpus of the research consisted
of eighteen educational projects of Chemistry Degree courses offered in the state of Goiás. The
analytical process according to ATD, is through the unitarization corpus of texts, categorization
and capture the emerging new. The analysis allowed us to establish the category of analysis “of
the term Polysemy: the practice of concepts such as Curriculum component of the pedagogical
projects of undergraduate courses in Goiás State Chemistry”. As analytical framework for the public
policies we used the approach of Stephen Ball Policy Cycle. From the analysis, it was found that
half of the pedagogical projects analyzed, are used to different terms to refer to CPC, which terms
are not always suitable to what is believed to be this curriculum component. This research, taking
into account the current context of undergraduate and advances in this scenario, you want along
with other research developed since the 80s, glimpse the path that enables reflections on the CCP
to contribute to discussions and debates on the topic under teacher training.
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Prática como componente curricular, Políticas educacionais, Formação de professores de Química, Practice as curricular component, Educational policies, Teacher training chemistry
Citação
ALMEIDA, Sara de; MESQUITA, Nyuara Araújo da Silva. Prática como componente curricular como elemento formativo: compreensões nos projetos pedagógicos de licenciatura em química em Goiás. Acta Scientiae, Canoas, v. 19, n. 1, p. 157-176, jan./fev. 2017. Disponível em: http://www.periodicos.ulbra.br/index.php/acta/article/view/2102. Acesso em: 13 jun. 2024.