Some reflections about quota system, curriculum and Biology teachers
DOI:
https://doi.org/10.5212/PraxEduc.v.17.18539.066Abstract
The Universidade do Estado da Bahia (UNEB) is an important institution regarding affirmative actions, since, from 2002 on, it has implemented the quota system. The presentation of the difficulties of quota holders is a way to think about the relations between university, human rights and the right to quality education, contributing to discuss issues involving the curriculum of the teaching degree in Biology and teacher education. Thus, this text presents the difficulties that the quota students of the Biological Sciences course at UNEB find in different aspects, such as the cognitive, affective and social fields. To this end, a qualitative investigation was conducted, using a questionnaire from the Likert scale as a tool. It is concluded that it is necessary that the course undertake efforts to think of methodologies and inclusive evaluations, allowing the quota students to find support in this public space and become Biology teachers, subjects of rights.
Keywords: Quota system. Affirmative actions. Biology teachers.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Práxis Educativa
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish in this journal agree with the following terms:
a) Authors keep the copyrights and concede the right of its first publication to the magazine. The work piece must be simultaneously licensed on the Creative Commons Attribution License which allows the paper sharing, and preserves both the author identity and the right of first publication to this magazine.
b) Authors are authorized to assume additional contracts separately, to not-exclusively distribution of the paper version published in this magazine (e.g.: publish in institutional repository or as a book chapter), with the author identity recognition and its first publication in this magazine.
c) Authors are permitted and stimulated to publish and distribute their papers online (e.g.: in institutional repository or on their personal webpage), considering it can generate productive alterations, as well as increase the impact and the quotations of the published paper.
d) This journal provides public access to all its content, as this allows a greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of the research, distributing OJS as well as other software to support the publication system of public access to academic sources.
e) The names and e-mail addresses on this site will be used exclusively for the purposes of the journal and are not available for other purposes.
This work is licensed under a Creative Commons Attribution 4.0 International License.
