Possibilidades e desafios acerca do desenvolvimento de atividades práticas no laboratório didático de ciências em uma escola técnica
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Data
2021-06-18
Autores
Jalhium, Niomar Bolano
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
As escolas técnicas sempre foram conhecidas por proporcionarem formações profissionais e possuírem boas estruturas laboratoriais para que as atividades práticas fossem realizadas. Essas escolas foram se (re)configurando ao longo das últimas décadas, principalmente após a Lei de diretrizes e Bases da Educação Nacional de 1996, quando passaram a separar o ensino acadêmico do ensino profissionalizante. Nesse sentido, partindo da importância das atividades experimentais e do laboratório de Ciências e seu papel na formação do aluno, que possibilidades e desafios podem ser revelados por professores e membros da gestão escolar de uma escola técnica sobre desenvolver um laboratório didático de Ciências e realizar atividades experimentais junto a alunos do ensino técnico integrado ao ensino médio? De abordagem qualitativa, a pesquisa foi realizada em uma escola técnica do Centro Paula Souza, no estado de São Paulo, e contou com a participação de seis professores, sendo que um deles atua na direção e os outros dois na coordenação pedagógica. Para a constituição de dados foram utilizados questionários, gravador de áudio e documentos. Os dados foram organizados e sistematizados por meio do referencial teórico-analítico da Análise de Conteúdo. Os resultados revelam possibilidades de organização e desenvolvimento do laboratório de ciências em uma escola técnica de formação profissional, que oferece o ensino técnico integrado ao médio. Essa realidade irá depender muito da parceria entre gestão e professores em torno de um trabalho colaborativo. Os desafios se apresentaram nos aspectos que envolvem a concepção de laboratório e sua relação com a prática pedagógica do professor e a formação dos alunos. Também se verificaram na articulação teórico-prática e currículo, na necessidade de uma presença física e estrutural para o desenvolvimento das atividades experimentais, nos fundamentos que orientam a prática pedagógica, que se mostram indiferentes em relação à formação inicial e ao contínuo aperfeiçoamento dos professores.
Technical schools have always been known for providing professional training and having good laboratory structures for practical activities to be carried out. These schools have been (re)configuring themselves over the last few decades, especially after the 1996 National Education Guidelines and Bases Law, when they began to separate academic and vocational education. In this sense, starting from the importance of experimental activities and the Science laboratory and its role in the formation of the student, what possibilities and challenges can be revealed by teachers and members of the school management of a technical school about developing a didactic science laboratory and carrying out activities experimental studies with students from technical education integrated to high school? With a qualitative approach, the research was carried out at a technical school, at the Centro Paula Souza, in the state of São Paulo, and had the participation of six teachers, one of whom works in the direction and the other two in the pedagogical coordination. For the constitution of data, the questionnaire, audio recorder and documents were used. Data were organized and systematized using the theoreticalanalytical framework of Content Analysis. The results reveal possibilities for the organization and development of the science laboratory in a technical professional training school, which offers technical education integrated to high school, but that this reality will depend a lot on the partnership between management and teachers around collaborative work. The challenges emerged around the aspects that involve the conception of the laboratory and its relationship with the pedagogical practice of the teacher and the training of students, which articulates theory-practice and curriculum; the need for a physical and structural presence for the development of experimental activities; to the pedagogical foundations that guide the pedagogical practice, which are indifferent in relation to the initial formation and the time of teacher’s formation.
Technical schools have always been known for providing professional training and having good laboratory structures for practical activities to be carried out. These schools have been (re)configuring themselves over the last few decades, especially after the 1996 National Education Guidelines and Bases Law, when they began to separate academic and vocational education. In this sense, starting from the importance of experimental activities and the Science laboratory and its role in the formation of the student, what possibilities and challenges can be revealed by teachers and members of the school management of a technical school about developing a didactic science laboratory and carrying out activities experimental studies with students from technical education integrated to high school? With a qualitative approach, the research was carried out at a technical school, at the Centro Paula Souza, in the state of São Paulo, and had the participation of six teachers, one of whom works in the direction and the other two in the pedagogical coordination. For the constitution of data, the questionnaire, audio recorder and documents were used. Data were organized and systematized using the theoreticalanalytical framework of Content Analysis. The results reveal possibilities for the organization and development of the science laboratory in a technical professional training school, which offers technical education integrated to high school, but that this reality will depend a lot on the partnership between management and teachers around collaborative work. The challenges emerged around the aspects that involve the conception of the laboratory and its relationship with the pedagogical practice of the teacher and the training of students, which articulates theory-practice and curriculum; the need for a physical and structural presence for the development of experimental activities; to the pedagogical foundations that guide the pedagogical practice, which are indifferent in relation to the initial formation and the time of teacher’s formation.
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Palavras-chave
Ensino técnico integrado ao médio (ETIM), Laboratório de Ciências, Atividades experimentais, Ensino técnico, Technical education integrated to high school (ETIM), Science laboratory, Experimental activities