The importance of pedagogical practice in the view of lincensees in natural sciences

Abstract

This article seeks to discuss the importance of pedagogical practice for students in the first semesters of the Science of Nature degree, who enter school space, now no longer as students of this level, bur as future teachers. This work presents as research subjects, the freshmen students, in the Natural Science Course – Licentiate, enrolled in the Pedagogical Practices component I. The reports produced by the students composed the corpus of analysis, which were analyzed through Discursive Textual Analysis (MORAES; GALIAZZI, 2011). 64 units of meaning were obtained, organized into four categories that describe the importance of Pedagogical Practice: i) experiencing reality; ii) didactics/methodology or teaching practice; iii) pedagogical practice as a space for reflection; and iv) teacher as a model. From these, meta texts were elaborated, discussed in the light of theoretical references on the subject. It can be inferred that the main student perceptions about the importance of this component in the curriculum are the possibility of experiencing the school reality; observe the different teaching strategies and practices; perceive the pedagogical practice as a space for reflection on their own training; and, understand the working conditions of teachers and the need to value the teaching profession.