Perfil do egresso do curso de Ciências Biológicas na Unesp, Campus de Ilha Solteira - Feis
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Data
2022-01-10
Autores
Santos, Jean Clemente
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente artigo tem como objetivo analisar as relações formativas no curso de Ciências Biológicas da Universidade Estadual Paulista – Júlio Mesquita Filho (UNESP), especificamente no campus da Faculdade de Engenharia de Ilha Solteira (FEIS), bem como as principais características e identificações do que se idealiza e relaciona ao perfil do Biólogo, almejado tanto pela instituição, quanto pelo Conselho Federal de Biologia (CFBio) e as relações com o Ministério da Educação (MEC). Para isso, foi necessário a criação de um histórico geral sobre a profissão e seu surgimento, seguindo de analise documental das resoluções (Pareceres e Resoluções da Câmara de Educação Superior, também) dos órgãos específicos relacionados à profissionalização: CFBio, MEC; demonstrando um ponto complexo e conflitante entre os dois sobre as cargas horárias e divergências com bacharelandos e licenciandos. Quando voltado para a FEIS/UNESP, também foi utilizado analise documental para entendimento geral do perfil de formação, nisso foram encontrados projetos pedagógicos de curso, que demonstraram a necessidade da criação de uma nova modalidade conforme as alterações do CFBio, o que possibilitou a criação do curso em bacharelado no Campus. A profissão biólogo, em si, está em grau complexo de relacionalidade trabalhista, podendo atuar em diversos pontos, no entanto quando voltado para diferenciação das modalidades, não há um eixo de diferenciação, visto que até mesmo o bacharel pode e deve atuar como educador, o que nos leva a problematizar questões formativas das modalidades.
This article aims to analyze the formative relationships in the Biological Science course of the São Paulo State University (Unesp), School of Engineering, Ilha Solteira (FEIS/UNESP), as well as the main characteristics and identifications of what is idealized and related to the Biologist's profile, desired both by the institution and by the Federal Council of Biology (CFBio) and the relationship with the Ministry of Education (MEC). For this, it was necessary to create a general background about the profession and its emergence, followed by documental analysis of the resolutions (Opinions and Resolutions of the Higher Education Chamber, too) of specific bodies related to professionalization: CFBio, MEC; demonstrating a complex and conflicting point between the two regarding the workloads and divergences undergraduate to be a biology teacher and to be a biologist. When directed to FEIS/UNESP, documental analysis was also used for a general understanding of the training profile, in that the Pedagogical Course Project was found, which demonstrated the need to create a new modality according to the changes in the CFBio, which made it possible to create a training course for biologists on Campus, in addition to teacher training. The biologist profession itself is at a complex level of work relationality, and it can act in several points, however when focused on the differentiation of modalities, there is no axis of differentiation, since even the bachelor can and should act as an educator, which leads us to problematize formative issues of the modalities.
This article aims to analyze the formative relationships in the Biological Science course of the São Paulo State University (Unesp), School of Engineering, Ilha Solteira (FEIS/UNESP), as well as the main characteristics and identifications of what is idealized and related to the Biologist's profile, desired both by the institution and by the Federal Council of Biology (CFBio) and the relationship with the Ministry of Education (MEC). For this, it was necessary to create a general background about the profession and its emergence, followed by documental analysis of the resolutions (Opinions and Resolutions of the Higher Education Chamber, too) of specific bodies related to professionalization: CFBio, MEC; demonstrating a complex and conflicting point between the two regarding the workloads and divergences undergraduate to be a biology teacher and to be a biologist. When directed to FEIS/UNESP, documental analysis was also used for a general understanding of the training profile, in that the Pedagogical Course Project was found, which demonstrated the need to create a new modality according to the changes in the CFBio, which made it possible to create a training course for biologists on Campus, in addition to teacher training. The biologist profession itself is at a complex level of work relationality, and it can act in several points, however when focused on the differentiation of modalities, there is no axis of differentiation, since even the bachelor can and should act as an educator, which leads us to problematize formative issues of the modalities.
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Palavras-chave
Currículo, Educação superior, Modalidades de educação, Perfil formativo, Curriculum, Education modalities, Formative profile, Higher education