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The proposal to implement the Practice as a Curricular Component (PCC) in teacher training courses, about to complete seventeen (17) years, is still constituted by multifaceted understandings, aspect that has reflected in a plurality of formats for its materialization in the curricular matrices. Given this scenario, our investigation sought to understand the meanings attributed by the teachers, teachers of chemistry teachers, about the PCC and to identify their possible configurations in different undergraduate courses. The empirical material includes the responses of twenty-one teachers (21), linked to nine (9) Public Higher Education Institutions, to a questionnaire published on-line, composed of nine (9) questions. In this text we present the analysis of three (3) questions, which deal specifically with the CCP, the analysis was organized in three (3) dimensions. The first one is based on the theoretical-methodological principles of Discursive Textual Analysis (ATD), developed by Moraes and Galiazzi (2016). The second and third were oriented by a qualitative descriptive proposal, based on the research developed by Kasseboehmer and Farias (2012). Through the process of understanding the answers to the questionnaire, we can infer that the PCC is perceived as a space that allows the approximation between theory and practice and the valorization of the interface knowledge, that is, those related to specific aspects of learning, such as those related to the Chemistry teaching. Its implementation possibilities, in large majority, refer to the allocation of the PCC load in curricular components that work interface knowledge. The principles that guide the didactic strategies in these components are mainly related to the development of actions directed to the microteaching, relation theory and practice, articulation to the school reality and analysis and production of didactic materials. |
