Prática pedagógica e a formação inicial de professores de ciências e biologia: conceitos e práticas

Abstract

Pedagogical practices and / or teaching practices are necessary tools for the student teacher to learn, develop and perfect the art of teaching. This paper aims to analyze and verify how teaching practices are presented in Higher Education Institutions (HEIs) of the State of Rio Grande do Sul in Biological Sciences - Degree, based on research in Science Teaching. The collection and review of data, which were tabulated, analyzed, remembered and systematized throughout the investigation occurred from the bibliographical analysis of the pedagogical projects of the courses (PPC). As results of this study we point out that the analyzed HEIs meet what is expressed in the guidelines regarding the 400 hours of curricular practices as a component (PCC'S), being that Federal HEIs have 420h; the institutes offer between 400 and 408h; the Private ones have 456h and 400h and finally the DE offers in their curricular matrices the workload of 400h and 440h. We identified a series of peculiarities that articulate the discourse of teacher education and signify each curriculum, showing its identification with the questions directed to the subject, the teacher in formation. Each HEI presents the CCPs in a unique, joint and organized way through their teaching conceptions.