Diversidade cultural na licenciatura em ciências biológicas da UFPel: o que dizem os projetos pedagógicos de curso entre 2005 e 2019

Abstract

The main theme of the dissertation is cultural diversity, which is emerging in the field of curriculum and teacher training. It intends to problematize the inclusion or exclusion of the theme of cultural diversity in the Pedagogical Projects of the Degree in Biological Sciences course, offered by UFPel, considering the versions from the years 2005, 2011 and 2019. This is a document analysis study, which has as its data source the pedagogical projects of the course from 2005, 2011 and 2019 and the current national and institutional legislation on degrees and biologist training. From these sources, the presence of activities offered related to cultural diversity (such as mandatory and optional subjects, internships, among others) is analyzed in each of the course pedagogical projects and their distribution throughout the undergraduate period. The aim is also to develop a debate about the meaning of the experiences that the curriculum has incorporated over the years in relation to diversity and its possible impacts on student training. The results found indicate that the changes made to each of the PPCs allowed the inclusion of specific content on the topic of cultural diversity, being directly related to the need to adapt to current legislation. Likewise, a strong tradition was observed that maintains the workload high for subjects in the area of biology. As for cultural diversity, in PPC2005 there are no subjects that deal with cultural diversity, even though the topic is present in the skills and abilities that the legislation privileges. In PPC2011, this theme begins to move from items of general characterization of the course to the curriculum series in the form of optional subjects and subjects discussed among the mandatory subjects. Finally, in PPC2019, cultural diversity begins to occupy spaces in mandatory and optional subjects organized for this purpose and continues to remain an item that emerges from the course's general characterization discourses.