Practical training as a curricular component in teacher training at the Universidade Estadual do Sudoeste da Bahia

Abstract

This article presents the results of research on teachers' conceptions of Practice as a Curricular Component (PCC) in undergraduate courses at the Universidade Estadual do Sudoeste da Bahia (UESB). It is based on a qualitative approach, with semi-structured interviews conducted with teachers who participated in the development of the Institutional Pedagogical Project (IPP) of the aforementioned institution. Content analysis was used to interpret the information. The results indicate that practice as a curricular is understood as a link between theory and practice, essential for teacher training, but its implementation still faces challenges, especially with regard to curriculum systematization and overcoming the dichotomy between theoretical knowledge and practical experience. It was observed that the institutionalization of Practice as a Curricular Component in courses occurs in a heterogeneous manner, varying according to the specificities of each degree program. Although recognized as a structuring element of teacher training, its implementation faces limitations related to a lack of clarity in institutional documents and the resistance of some teachers to integrate this practice into the curriculum. It is concluded that the implementation of Practice as a Curricular Component requires greater alignment between institutional guidelines and pedagogical practices, as well as strategies that ensure its application in an interdisciplinary and contextualized manner.