Análises dos componentes curriculares Prointer e Seilic no percurso formativo da licenciatura em ciências biológicas da Universidade Federal de Uberlândia

Abstract

The examination of the teaching plans of the curricular components PROINTER I to IV and SEILIC, intertwined with the researcher’s own formative experience, served as the driving force behind the theme of this undergraduate thesis. Accordingly, the research question guiding this investigation was formulated as follows: what contributions do these curricular components make to the education of future Science and Biology teachers? Identifying these formative contributions constituted the general objective of the study. Methodologically, we adopted a qualitative, exploratory, and documentary approach grounded in Content Analysis (Bardin, 2016), taking the teaching plans of PROINTER I to IV and SEILIC as the research objects. The results indicated that the contributions of Practice as a Curricular Component are interwoven across four analytical categories: curricular integration and the practical-formative pathway; interdisciplinarity and the articulation of knowledge; relationships among Biology, Science, and society; and diversity, differences, and the confrontation of prejudice. The research reaffirms the importance of curricular components that foster teaching as a scientific, cultural, social, political, and reflective practice. Therefore, we consider that the PROINTER and SEILIC contribute to the education of Science and Biology teachers by integrating knowledge and practices in a critical, contextualized, and socially committed manner.