Integrating university teaching: knowledge and practice shared in the undergraduate biology course of UFRB

Abstract

The realization of integrative experiences in the scope of university education constitutes a qualified strategy for the professionals’ education, through shared pedagogical actions that, besides promoting learning, involves the academic community. Initiatives as this contribute to the minimization of educational solitude among peers and place university teachers in tune with social dynamics and profile of professionals and citizens demanded by contemporary society, since they have the knowledge and attitudes necessary to transform it. The objective of this report of professional experience was to socialize an integrated training practice - artistic-cultural expression, teaching, research and extension - carried out with the students of the Biology course of the Center of Agricultural, Environmental and Biological Sciences (CCAAB) of the Federal University of Recôncavo da Bahia (UFRB) from dialogues with authors such as Garcia (2013), Santos (2011), Barbier (2007), Tardif (2008) and Freire (1996). The methodological references adopted in the pedagogical activities developed were based on the principles of collaborative research and theoretical approaches anchored in a dialogical perspective, evolving the teachers of the curricular components Organization of the Brazilian Education and Public Policies; Assessment and Education, and students of the fourth semester of the mentioned course. The results of the actions undertaken have shown that academic integration is possible and that the professional experience of teaching in a collaborative and innovative way broadens the process of individual and collective learning, as well as contribute to the personal, academic and professional training of undergraduates, teachers of higher education and basic education.