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This article discusses the role of Practice as a Curricular Component (PCC) in the initial processes of teacher training, whose main objective is to analyze the proposal of the training of the graduates of a course by examining the disciplines of Research and Educational Processes, which consubstantiate the PCC. In this qualitative research, the data treatment was based on the content analysis proposed by Bardin (2009); by Andre (2012, 2017) and Gatti and Barreto (2009) on the role of research in teacher training; and by the contributions of Marcelo Garcia (1999, 2009) on professional development. The results indicated that the Practice as a Curricular Component, associated to the learning practices of teaching, having the research as a vertical axis of teacher training, is fundamental for the professional development of the future teachers, becoming an essential element for the development of the research skills contributing to their professional, artistic, scientific and political training.

educação and formação

A Prática como componente curricular na disciplina pesquisa e processos educativos do curso de pedagogia: Um diferencial na relação entre pesquisa, teoria e prática