Abstract
This article is about being a teacher training in the biological sciences and chemistry degree courses at a federal institute of education. It results from research, whose objective was to develop a training proposal that focuses on the articulated planning between some disciplines offered in the teacher trainers and on the development of the supervised curricular internship (ecs) as a viable element of the articulation between the teaching, research and extension tripod and the future licensee’s field of work. This is a qualitative research carried out by a group of professors working in undergraduate courses and with research on initial teacher training, in which the narratives collected in portfolios prepared by the graduates of the biological sciences and chemistry courses and the authors’ narratives based on observation of teaching practices carried out in the classroom and in research and extension projects, of which they are coordinators. The results signaled that the collaborative planning and the materialization of the teaching/research/extension tripod having as object the pedagogical situations of the school of basic education in the process of the sci, promote an articulated formation between the diverse disciplines of the training course and approximation with the professional context, the school of basic education.
Highlights
This is a qualitative research carried out by a group of professors working in undergraduate courses and with research on initial teacher training, in which the narratives collected in portfolios prepared by the graduates of the biological sciences and chemistry courses and the authors’ narratives based on observation of teaching practices carried out in the classroom and in research and extension projects, of which they are coordinators
The results signaled that the collaborative planning and the materialization of the teaching/research/extension tripod having as object the pedagogical situations of the school of basic education in the process of the sci, promote an articulated formation between the diverse disciplines of the training course and approximation with the professional context, the school of basic education
Since 2018, a group of professors who work in undergraduate courses and with research on initial training, at the institution, the research locus, have been developing a research project whose focus is the teaching initiation practices that occur in the Supervised Curricular Internship and in the disciplines that offer Practice as a Curricular Component (PCC)
Summary
The formative scenario in undergraduate courses demands the effective exercise of new teaching practices that, in addition to being operationalized in an articulated way in the different disciplines of the curricular matrix, it is important to be carried out in a collaborative way among teachers and linked to the daily life of the public school basic education, future field of work for undergraduates In this direction, since 2018, a group of professors who work in undergraduate courses and with research on initial training, at the institution, the research locus, have been developing a research project whose focus is the teaching initiation practices that occur in the Supervised Curricular Internship and in the disciplines that offer Practice as a Curricular Component (PCC). It is a context that requires audacity from the trainers when implementing training alternatives
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