Ensino de ciências: um estudo sobre a prática no 2º ciclo do ensino fundamental de uma escola pública na cidade de Manaus - AM

• Ano de defesa: 2021
• Autor(a) principal: Soares, Márcia Alessandra Beltrão
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Amazonas; Brasil; UEA; Mestrado Acadêmico em Educação e Ensino de Ciências na Amazônia
• Palavras-chave em Português: Ensino de ciências; Science teaching; Prática pedagógica; Pedagogical practice; Currículo; Curriculum; Ensino aprendizagem; Ensino de Ciências
• Link de acesso: https://ri.uea.edu.br/handle/riuea/5267

The present study aimed to understand the "Pedagogical Practice in Science Teaching in the 2nd cycle of Primary Education in a Public School in the City of Manaus-AM". The research methodology was developed in a qualitative approach, in which the subjects are Basic Education professionals, i.e., four teachers and one pedagogue. The construction of the data occurred through semi-structured interviews and focus groups, and the analysis process was based on interpretative content analysis. As results, we evidenced that Science Teaching was presented through different conceptions, directing several practices, such as: interdisciplinary, CTS relationship, experimentation and projects, among others. That is, showing fragmented and decontextualized actions in the direction of teaching. We identified in the construction of curricular Pedagogical Practice in school science teaching, the direction of traditional teaching practices. In this sense, from the discussion of the research results, it became evident that the Pedagogical Practices in Science Teaching emphasize limits related to the absence of a process of contextualization and problematization of its contents. As for the challenges of the research, they pointed out the need for in-service teacher training with moments to build spaces for dialogue and exchange of experiences in the construction of the school collective. Therefore, even in the face of the limits and challenges identified, we can highlight the possibilities under construction as movements of resistance to the logics imposed in the school space that highlight the need and, at the same time, the potential of Pedagogical Practices in the context of Science Teaching, so that they are rethought in their theoretical and practical conductions in a direction of the formation of scientific thinking. Keywords: Science Teaching. Pedagogical Practice. Curriculum