Resumo

SILVA, Liciane Mateus da  e  ESTEVINHO, Lúcia de Fátima Dinelli. (Changing) Contexts of Practice as a Curricular Component: the initial training of Science and Biology teachers. Ciência educ. [online]. 2021, vol.27, e21015.  Epub 20-Abr-2021. ISSN 1980-850X.  https://doi.org/10.1590/1516-731320210015.

This paper is an excerpt from a study that sought to analyze modes of operation of the Practice as a Curricular Component (PCC) of the Licensure Programs in Biological Sciences in the Federal Institutes of Education, Science and Technology, focusing on the program at the Federal Institute of the state of Minas Gerais, Brazil. For the study, a qualitative approach to research was taken, which applied different methodologies and techniques for data collection such as: follow-up to classes; meetings for discussions, preparation, and dissemination of teaching material; analysis of the Pedagogical Project, teaching plans, proposals and reports about the PCC and the curricula of the trainers. Basil Bernstein’s concepts of recontextualization and pedagogical discourse are an important theoretical contribution to the discussion of data, which were subjected to Content Analysis, and highlighted the sense of technical instrumentalization, given to the PCC, whose organicity ratifies the theory-practice dichotomy, does not privilege the interdisciplinary approach, and creates hierarchies between the forms of knowledge.

Palavras-chave : Biology teaching; Initial teacher training; Higher technical school; Technical rationality; Pedagogical practice.

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