Abstract:
Our teaching observations and experiences have led us to challenge the efficacy of content transmission through essentially practical approaches. This study analyses how the theory-practice relation is dealt with in the dynamics of the UFMG Biological Sciences Teachers Course. The consequences of this approach in the qualification and in the pedagogical practice of the teachers who have graduated from this course are also analyzed. The programs of some subject-matters were crossed with data obtained via questionnaires submitted to professors, students and alumni of this course. Supported by specialized literature, we succeeded in deepening our understanding of the theory-practice integration and dissociation mechanisms which may contribute to the elaboration of a curriculum more coherent with K-12 classroom reality.
Keywords:
theory-practice relation; didactical mediation; sciences teachers qualification.