Hospital educational care: Didactic sequence of the human body system the use of application of gamificated didactic resources in science teaching.

Abstract

Abstract: Investigative Teaching as a pedagogical approach has been widely studied as a means of learning
Natural Sciences. When reflecting on investigative pedagogical practice, we understand that one of the points to
be considered is the initial teacher training, a time when the new teacher prepares for his/her future practice. In
view of this, the present study aims to analyze the curriculum of the initial training and its relationship with the
educational practice of graduates in Biological Sciences from a public institution in the State of Piauí, Brazil. We
used Discourse Analysis as a theoretical-methodological resource from the perspective of Eni Orlandi, to
interpret the course curriculum and the questionnaires carried out with the coordinator, the supervising teacher of
Supervised Internship and recent graduates. We obtained that investigative teaching is a reality present in the
teacher training in Biological Sciences in the course, but from the intentional action of some teachers and is not
contemplated in the current curriculum.