A prática pedagógica em Ciências de professoras dos anos iniciais do ensino fundamental
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Data
2019-02-28
Autores
Abreu, Leiriani
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Universidade Estadual Paulista (Unesp)
Resumo
Desde a década de 1970, o ensino de Ciências passou a ser obrigatório em todos os anos do ensino fundamental. Aprender Ciências desde o início da escolaridade é um direito da criança e torna-se fundamental quando se pensa na formação para a cidadania num mundo em que os conhecimentos científicos e tecnológicos estão cada vez mais presentes no dia a dia das pessoas. Ademais, o ensino de Ciências permite às crianças desenvolverem habilidades como observar, elaborar hipóteses, investigar, comparar resultados e compreender o mundo natural através de uma lógica científica. A literatura aponta que os professores polivalentes que atuam nos anos iniciais do Ensino Fundamental, muitas vezes, apresentam dificuldades para ensinar as diferentes disciplinas devido à falta de formação específica nas diversas áreas. O presente estudo tem como objetivo investigar a prática pedagógica em Ciências de professoras dos anos iniciais do Ensino Fundamental e a formação que possuem para ensinar essa disciplina. A pesquisa possui uma abordagem qualitativa. Seis professoras que atuam nos anos iniciais do Ensino Fundamental de uma mesma escola pública de um município de pequeno porte do interior de São Paulo foram os sujeitos da pesquisa. Os instrumentos de coleta de dados foram: questionário para caracterização pessoal das participantes; observação das aulas com registro no diário de campo; análise do material didático utilizado pelas docentes; e entrevista semiestruturada com o objetivo de conhecer a formação em Ciências que tiveram, fontes de aquisição de conhecimentos, como preparam e executam as aulas e o acesso à formação continuada das professoras investigadas. Os dados coletados mostram que todas as docentes possuem formação em Magistério e Pedagogia. Durante o curso de Magistério ou Pedagogia, não se lembram se tiveram alguma disciplina voltada para Ciências ou afirmaram que na Pedagogia com certeza não tiveram. As professoras manifestam uma experiência afetivamente positiva com a disciplina de Ciências durante sua formação na educação básica. Sobre a formação continuada em Ciências relataram ter feito um curso oferecido pelo governo federal denominado Pacto Nacional pela Alfabetização na Idade Certa e outro curso vinculado ao material didático que utilizaram anteriormente. Quase todas as docentes realizaram cursos de especialização (lato sensu) em áreas diversas, mas nenhuma o fez voltado para o ensino de Ciências. Reconhecem a importância e a necessidade de uma formação continuada que contemple o ensino de Ciências. Em relação a prática pedagógica em Ciências, foi observado o uso do material didático (apostila) adotado pelo município; a utilização da internet como um recurso para pesquisa de professoras e alunos; e que a estratégia de ensino mais utilizada foi a aula expositiva-dialogada, seguida pela realização de atividades práticas demonstrativas. O material didático utilizado não oferece uma abordagem interdisciplinar e as docentes afirmam desenvolver a interdisciplinaridade apenas em datas comemorativas ou fazendo a aproximação de alguns conteúdos. Contudo, não é uma prática sistemática. De modo geral, foi constatado que, como aponta a literatura, o ensino de Ciências é pouco valorizado frente a alfabetização e o ensino de Matemática, como fica evidenciado pelo pouco tempo disponível para ensinar Ciências e a formação deficiente das professoras nessa área. O ensino apostilado parece ser o principal fator que dificulta a autonomia docente, uma abordagem mais integrada dos conteúdos e a inovação curricular e metodológica.
Since the 1970s, Science teaching became obligatory in elementary school. Learning Science since the beginning of educational level is a child´s right and gets crucial when it comes to the citizenship development in a world where the scientific and technological acquaitances are increasingly present in the daily routine. Besides, the Science teaching allows children to develop skills such as observing, devising hypothesis, investigating, comparing results and understanding the natural world through a scientific logic. The literature points out that multi-skilled teachers who act in the initial years of elementary school often present problems in teaching different subjects due to the lack of a specific qualification in different areas. This paper´s purpose is to investigate the Science pedagogical pratiche in the initial years of elementary school and the teachers´ qualification in teaching this subject, in a small town´s public school in the state of São Paulo. The paper has a qualitative research. Six teachers who work in the initial years of elementary school at the same school were the paper’s subjects. The data collection instruments were: survey for the participants personal profiling; lessons observation with a field diary registration; analysis of the teaching materials used by the teachers; and a semi-structured interview with the intention to learn the Science qualification they had, knowledge acquisition sources, how they prepare and perform the lessons and the reseached teachers access to continuous training. The collected data shows that all the teachers have Pedagogy and teaching qualifications. During the Pedagogy or teaching courses, they don’t remember if they had any subject aimed in Science or they said they didn’t have it in Pedagogy for sure. The teachers express an affectively positive experience with the Science subject during their basic education formation. About the continuous training in Science, they reported they have done a course offered by the federal government called Pacto Nacional pela Alfabetização na Idade Certa (Nacional Pact for the Right Age Alphabetization) and other course linked to the teaching material they used before. Almost all of the teachers carried out specialization courses (lato sensu) in various areas, but none of them focused on Science teaching. They recognize the importance and the necessity of a continuous training that includes Science teaching. With respect to Science teaching practice, it was noted the use of didactic material (workbook) enacted by municipaly; the use of the internet by teachers and students as a research resource; and that the most used teaching approach was the expository dialogue-based lesson, followed by the execution of demonstrative pratical activities. The didactic material used does not offer an interdisciplinar approach and the teachers say they only develop interdisciplinarity in commemorative days or by doing the proxy of some contents. However, it is not a systematic practice. It was found that, like the literature points out, Science teaching is undervalued against to alphabetization and Maths teaching, as it gets evident by the little time available for teaching Science and the poor qualification of the teachers in this area. The teching through workbooks seems to be the key factor that hinders the faculty autonomy, a more integrated substance approach and the curricular and methodological innovation.
Since the 1970s, Science teaching became obligatory in elementary school. Learning Science since the beginning of educational level is a child´s right and gets crucial when it comes to the citizenship development in a world where the scientific and technological acquaitances are increasingly present in the daily routine. Besides, the Science teaching allows children to develop skills such as observing, devising hypothesis, investigating, comparing results and understanding the natural world through a scientific logic. The literature points out that multi-skilled teachers who act in the initial years of elementary school often present problems in teaching different subjects due to the lack of a specific qualification in different areas. This paper´s purpose is to investigate the Science pedagogical pratiche in the initial years of elementary school and the teachers´ qualification in teaching this subject, in a small town´s public school in the state of São Paulo. The paper has a qualitative research. Six teachers who work in the initial years of elementary school at the same school were the paper’s subjects. The data collection instruments were: survey for the participants personal profiling; lessons observation with a field diary registration; analysis of the teaching materials used by the teachers; and a semi-structured interview with the intention to learn the Science qualification they had, knowledge acquisition sources, how they prepare and perform the lessons and the reseached teachers access to continuous training. The collected data shows that all the teachers have Pedagogy and teaching qualifications. During the Pedagogy or teaching courses, they don’t remember if they had any subject aimed in Science or they said they didn’t have it in Pedagogy for sure. The teachers express an affectively positive experience with the Science subject during their basic education formation. About the continuous training in Science, they reported they have done a course offered by the federal government called Pacto Nacional pela Alfabetização na Idade Certa (Nacional Pact for the Right Age Alphabetization) and other course linked to the teaching material they used before. Almost all of the teachers carried out specialization courses (lato sensu) in various areas, but none of them focused on Science teaching. They recognize the importance and the necessity of a continuous training that includes Science teaching. With respect to Science teaching practice, it was noted the use of didactic material (workbook) enacted by municipaly; the use of the internet by teachers and students as a research resource; and that the most used teaching approach was the expository dialogue-based lesson, followed by the execution of demonstrative pratical activities. The didactic material used does not offer an interdisciplinar approach and the teachers say they only develop interdisciplinarity in commemorative days or by doing the proxy of some contents. However, it is not a systematic practice. It was found that, like the literature points out, Science teaching is undervalued against to alphabetization and Maths teaching, as it gets evident by the little time available for teaching Science and the poor qualification of the teachers in this area. The teching through workbooks seems to be the key factor that hinders the faculty autonomy, a more integrated substance approach and the curricular and methodological innovation.
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Palavras-chave
Ensino de Ciências, Anos Iniciais, Ensino Fundamental, Prática Pedagógica, Formação de Professores, Science Teaching, Initial Years, Elementary School, Pedagogical Practice