Estudo do currículo de instituições públicas da região nordeste: delineando a formação de professores de biologia

Abstract

The curriculum aims to direct pedagogical practice, impacting the way students decipher the world around them. Therefore, the question arises: How has a tool as relevant as the curriculum been applied? How is the applicability of themes that address diversity as set out in post-critical theory and in OPINION CNE/CP 21/2001, which anchor this research? Analyzing the Curriculum proposal and its application is the teacher's duty, bringing to light the discussion, whether teachers in training in the Biological Sciences undergraduate course are having this offer in the undergraduate course and how it is being demonstrated. Seeking to outline possible paths, signaling the challenges of teacher training, and carried out a comparative study of the curriculum using infographics and tables, asking whether these political pedagogical projects are in accordance with RESOLUTION CNE/CES 7, OF MARCH 11, 2002 and with OPINION CNE/CP 21/2001? The aim is to understand how the current curriculum has influenced teacher training. We understand from the study carried out that all institutions follow the national curriculum proposal, the curricular components are distributed in a partially heterogeneous way, showing that some institutions do not meet the requirements for promoting diversity in their curriculum, which has an important impact on the process of teacher training.