ANÁLISE DAS PRÁTICAS COMO COMPONENTE CURRICULAR INSERIDAS NO CURSO DE LICENCIATURA EM CIÊNCIAS BIOLÓGICAS DO CAMPUS CERES DO INSTITUTO FEDERAL GOIANO

Abstract

This paper presents an analysis of the Practices as a Curriculum Component (PCC's) inserted in the Degree in Biological Sciences of Campus Ceres of the Federal Institute of Goiano. Practice as a Curriculum Component, must be an action that produces something in the field of teaching, being praxis, a conscious work whose guidelines are nourished by Opinion 9/2001, having to occur as a flexible tool, which is a support point in the process. of teacher education, in order to be able to countless ways of being of academic-scientific activity. The choice of this theme arose from the interest of certifying the actual contributions of the CCPs in the initial formation of Biology teachers at the Campus Ceres of IF Goiano. Thus, we sought to analyze whether the CCP's have contributed to teacher training, and whether they are taught according to official documents, in order to enable quality training, given that recently practices are no longer taught in subjects. OPP's, and are now included in all course subjects. To achieve the objectives were adopted: the literature review, to support the discussion around the importance of Practice as a Curriculum Component in the initial formation of Biology teachers; the documentary research, to give subsidies in the identification of positive and negative points in the professional formation and its pedagogical process; field research, using the questionnaire as a tool to collect data from students and graduates of the Degree in Biological Sciences of Campus Ceres. From this, it was possible to understand the process of implementation of CCPs in undergraduate courses, which arose from the need to articulate the practical and theoretical dimensions in teacher education, beyond the compulsory Supervised Internship, breaking with a dichotomous formation. In this sense, it is notorious that Practice as a Curriculum Component contributes significantly to teacher education. As observed, teacher education is not yet ideal, however, it is possible to notice the evolution in the formative context with the insertion of CCPs in specific disciplines, by providing experiences of applying knowledge or developing procedures specific to teaching as It is still in formation. With the field research it was possible to observe that the course of Biological Sciences of the Campus Ceres of IF Goiano, has complied with the exposed in the Pedagogical Project of the Course, presenting clear menus, offering the Practice like Curricular Component throughout the course and collaborating. with the formation of the teacher's identity.