Análise dos projetos pedagógicos dos cursos de Ciências Biológicas (licenciatura), estado de Alagoas
DOI:
https://doi.org/10.17648/diversitas-journal-v6i1-1257Abstract
ABSTRAT:. The pedagogical projects of teacher training courses indicate the conceptions of learning, content, contextualization of knowledge and must be developed by multidisciplinary teams. This article aimed to analyze a comparative description of the convergences and divergences of the Biological Sciences course projects, offered by public institutions in the State of Alagoas. This is a qualitative documentary approach. The documents researched were the pedagogical projects of the Biological Sciences courses - undergraduate degree offered at two universities and one federal institute. Data collection was carried out in 2018 on the official websites of the institutions. Data were analyzed using the content analysis method. To compose the results analysis, the following categories were used: profile of the course, including the following topics: start year, total hours, egress profile, access form, number of places available, time of completion and face-to-face modality or distance; evaluation design - are evaluation practices and the instruments used in the evaluation; conception of the professional practice, which includes the formatting of the stages and the formative processes: cultural scientific activities and work of conclusion of course; convergences and divergences of curriculum - are included the questions related to the curricular components, as: components with prerequisites and the similarities and differences in the curricular processes; and approach to science teaching - emphasis on the nature of science components of curriculum components. From the results obtained from the projects, it is highlighted that the profiles of the courses are convergent according to the categorizations that emerged from the analysis. It is noticed that there are courses offered by the same institution that present divergences regarding the curricular processes. In addition, there is little emphasis on teaching science in most of the pedagogical projects analyzed, therefore, it is necessary that the course projects incorporate in their curricula the teachin Sciences and that periodic reviews and discussions take place to seek new training models for the bachelor's degrees.
KEYWORDS: Pedagogical Project. Biological Sciences – Degree. National Curricular Guidelines.
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