A prática como componente curricular: panorama das publicações e contextos da produção científica

Practice as a Curricular Component (PCC) was instituted in 2002 as a way to articulate the theoretical and practical dimensions in teachers education/training. In our bibliographic study of the state of knowledge, we aimed to investigate the contexts of publications in journals, indexed on the Portal de Periodicos da Capes (in english Capes Journal Portal), which deal with the PCC, providing an overview of them. Publications were analyzed via Content Analysis. We observed that most of the published studies took place in contexts of public institutions, concentrated mainly on the last 5 years, and sought to analyze how the PCC is described and how it is carried out in the institutions. From the results obtained, we could observe that teacher educators know little about the PCC or feel difficulties in carrying it out, confusion about the meaning of the practice and even devaluation of this component by students, which demonstrates the need for dialogues and clarifications on practice as a curricular component within institutions.