Análise da proposta de APCC baseada na teoria dos saberes docentes de Maurice Tardif

Abstract

It is evident that over the years there has been an increase in research focused on the area of teaching knowledge, and these works need to be filtered so that there is a complete understanding of its relevance to teacher education. During the undergraduate course, the subject of Practice as a Curriculum Component brings in its menu the importance of working interdisciplinarity and because it is an essential discipline for the formation of undergraduate students is of interest to have a study in search of these so-called proposed knowledge. by Maurice Tardif in the course menu, since it is a relevant subject for the construction of the teaching identity. This study consists of the analysis of the curriculum of one of the main disciplines of the Interdisciplinary Degree in Natural Sciences at the Federal University of Technology - Paraná, Campus Ponta Grossa. For the general purpose, it consists in diagnosing how the workload of the APCC subject, inserted in all six semesters throughout the course, is organized according to the different knowledge needed for the training and teaching practice. The analysis methodology used is based on categories produced from Maurice Tardif's (2002) conceptions of teaching knowledge.