A prática como componente curricular nos cursos de química licenciatura da Região Sul do Brasil.

Abstract

The text presented here is the result of a research process carried out as a term paper of the Chemistry Graduation course of the Federal University of the Southern Frontier, Cerro Largo Campus / RS. It addresses a discussion of Practice as a Curricular Component (PCC) in the initial coaching of chemistry teachers with vision at both their organization and evidence of practice conception being proposed. It also looks at the legislation that guides initial coaching of the teacher and defines the work hours to be allocated to the practice as a curricular compo- nent. The methodology is qualitative with the use of discursive textual analysis to construct the results. The data was obtained through documentary review, in the annals of the National En- counter of Research in Science Education in the editions from 2003 to 2017 and of the reading of Pedagogical Projects of Chemistry Degree Courses of the Southern Region of Brazil selected via e_MEC website. It was possible to understand from the analysis of the projects that the insertion of the 400h of PCC qualify the relation theory and practice, but its real potentiality is related to the commitment and the collective of the teachers. The analysis of the Pedagogical Projects inferred in two categories: a priori entitled "The Implementation / Effectiveness of the PCC in the pedagogical proposals of the courses", from which emerged two subcategories: a) "Organization of the PCC: Curricular Joints" and b) modes of implementation and execution of the PCC"; and an emerging category entitled "The PCC as a way of qualifying the Professional Identity of the Teacher”. In general, it was possible to infer that the insertion of the 400h of PCC can qualify the relation theory and practice, but its real potentiality is related to the com- mitment and the collective of the training teachers, with that, we point out the necessity of the constant monitoring next to the spaces of initial training as a way of qualifying such training. We still identify the multiplicity of ways of insertion of the same with the Courses which de- notes the need for research that accompany such practice.