Resumo:
When inserted into the educational context, the scientific disssemination (CD) can bring significant contributions to the teaching and learning process, but for such, it is necessary that the teacher is prepared to implement it in their practice, knowing their resources, characteristics, limitations and other relevant aspects. In this sense, it is understood that CD should be addressed in the context of teacher training. The Federal University of Itajubá (Unifei) has undergraduate courses in the areas of Chemistry, Physics, Biological Sciences and Mathematics, which, since 2020, have been working in the process of updating their Pedagogical Projects of Courses (PPC). In this context, we ask ourselves: if and how has been the insertion of CD in the curricula of training teachers of Science and Mathematics of Unifei in this context of curricular updating? The present research had, therefore, the objective of analyzing the space and strategies destined to the insertion of CD in the undergraduate courses in Sciences (Chemistry, Physics and Biological Sciences) and Mathematics at Unifei. This study is characterized as qualitative and of the documental type. The research data were obtained through questionnaires applied to members of the Núcleo Docente Estruturante of each of the courses mentioned above. The PPCs (previous and updated) of each course were also selected for analysis, and a focus group was conducted with the coordinators, in order to understand the influences for the insertion, or not, of CD in the curricula. Regarding the profile of the course teachers, it was observed that it is diverse and contributes significantly to the curriculum and the education of the students, from the perspective of their different cultural and social backgrounds. It was observed that the PPC of the analyzed courses contemplate the specifications established by the competent bodies and mention DC, each with its own specificity and in different topics of the documents. As for the influences for insertion, it was observed that the main factors are the curricular guidelines, the course workload, the availability of teachers with experience and training in the area, and the existence of physical spaces available to receive visitors.
