REVISÃO BIBLIOGRÁFICA SOBRE CONCEPÇÕES CURRICULARES EM PROJETOS PEDAGÓGICOS DAS LICENCIATURAS EM CIÊNCIAS

This qualitative study presents the results of an analysis of the research found in the Digital Library of Theses and Dissertations (Biblioteca Digital de Teses e Dissertações - BDTD), of the Brazilian Institute of Information in Science and Technology (Instituto Brasileiro de Informação em Ciência e Tecnologia - IBICT), dealing with Pedagogical Course Projects (PCP) for undergraduate courses in Natural Sciences (NS). The aim is to identify the conceptions of curriculum, teaching and assessment present in the research available in the BDTD, related to the PPCs of undergraduate courses in NS. Six studies were selected and analyzed based on a priori categories from references in the field. Bardin's (2016) content analysis was used, and three a priori categories were used in the analysis methodology: i) conception of the curriculum, ii) teaching, and iii) assessment. The results showed that the traditional conception stands out in the curriculum, which includes all the constituent elements. Critical and post-critical conceptions were identified to a lesser extent. As for the pedagogical approaches, all of them were found: traditional, behaviorist, humanist, cognitivist, and sociocultural, with emphasis on the first two, since both of them had most of the constituent elements. In the evaluation, only one of the constituent elements was found in each of the conceptions examined - technological, cultural, and political - and no element of the postmodern conception was identified. Traditional conceptions of curriculum and teaching predominate in the PPCs. There is little mention of assessment and it is mainly concerned with institutional assessment. The shadow of tradition prevails and shapes the educational scenario with its deeply rooted ties.