Social representations of undergraduates about Practice as a Curriculum Component in teacher education

The text investigates the social representations of academics from the Biological Sciences Degree course about integrative activities developed in subjects that include practice as a curricular component. The theoretical framework is in the Theory of Social Representations by Moscovici (2012, 2015) and collaborators. Data collection was performed by applying a questionnaire to 99 students regularly enrolled in the course. The information was analyzed based on the frequency and percentage of responses, using the EVOC software and the assumptions of content analysis. The results point to a social representation that recognizes the importance of integrative activities for their training and professional development, at the same time that expresses negative attitudes and images regarding the way they are constructed and organized during the course, in a predominantly expository and demonstrative way.