O material apostilado no ensino de ciências da natureza nos anos iniciais do ensino fundamental: o que pensam os professores
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Data
2019-02-20
Autores
Aguiar, Denise Fernanda de
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Universidade Estadual Paulista (Unesp)
Resumo
Historicamente, o material apostilado no Brasil surgiu para atender cursos preparatórios e vestibulares, inicialmente, era proposto somente pelo ensino privado. Com a municipalização do ensino fundamental, que se consolidou nos primeiros anos do século XXI, o material teve maior adesão pelas redes municipais paulistas. Considerando que ensinar ciências é dar acesso aos alunos a uma educação científica que contribui para o desenvolvimento intelectual, na construção da cidadania, na aprendizagem de outras áreas do conhecimento e é um direito de todos os alunos, é necessário o compromisso do professor com o progresso dos alunos e o ensino de ciências com qualidade. Nosso problema de pesquisa é: “O que pensam os professores do Ensino Fundamental I sobre o material apostilado para o ensino de ciências?.” O objetivo deste trabalho foi verificar as percepções de um grupo de professoras sobre o material apostilado no ensino de ciências nos anos iniciais do ensino fundamental I. A abordagem da pesquisa foi qualitativa. Os sujeitos da pesquisa foram sete professoras que participaram de uma entrevista semiestruturada, organizada a partir de um roteiro de questões e o recurso metodológico utilizado para análise das respostas foi a análise de conteúdo. As percepções das professoras sobre o material para o ensino de ciências foram divididas em nove categorias - e, no âmbito de cada uma delas, em aspectos positivos e negativos. Dentre todos os pontos levantados sobre o material apostilado, a percepção das professoras é de que o material é o instrumento de trabalho da rede municipal que possui características que afetam de forma positiva, mas também negativa o trabalho do professor e a aprendizagem do aluno, e consideram que o trabalho pedagógico deve ser construído, ainda que não consigam desenvolvê-lo dessa forma a partir das orientações do material. Portanto, a percepção das professoras sobre o ensino de ciências com o material apostilado é de que ele não atende totalmente as necessidades dos alunos na sala de aula. Nessa relação da apostila e o ensino de ciências as professoras apontam mais reprovação em relação ao seu uso para esse componente do que aprovação, visto que indicam outros materiais propostos pelo Ministério da Educação como referencia para o ensino.
Historically, the apostille material in Brazil appeared to attend preparatory and vestibular courses; initially, it was proposed only by private education. With the municipalization of elementary education, which was consolidated in the first years of the 21st century, the material had greater adhesion by the municipal networks of São Paulo. Considering that teaching science is giving students access to a scientific education that contributes to intellectual development, the construction of citizenship, learning in other areas of knowledge and is a right of all students, it is necessary the teacher's commitment to progress of the students and the teaching of sciences with quality. Our research problem is: "What do the teachers of Elementary School I think about the apostilled material for science teaching ?." The objective of this work was to verify the perceptions of a group of teachers about the atilled material in science teaching in the years of elementary education I. The research approach was qualitative. The subjects of the research were seven teachers who participated in a semistructured interview, organized from a questionnaire and the methodological resource used to analyze the answers was content analysis. The teachers' perceptions of the material for science teaching were divided into nine categories - and within each of them, in both positive and negative aspects. Among all the points raised about the apostilled material, the teachers' perception is that the material is the working tool of the municipal network that has characteristics that positively affect, but also negative the work of the teacher and the student's learning, and consider that the pedagogical work must be built, even if they can not develop it in this way, based on the guidelines of the material.Therefore, the teachers' perception about the teaching of science in apostille material is that it does not fully meet the needs of students in the classroom. In this relation of the handbook and the teaching of science teachers show more disapproval regarding their use for this component than approval, since they indicate other materials proposed by the Ministry of Education as a reference for teaching.
Historically, the apostille material in Brazil appeared to attend preparatory and vestibular courses; initially, it was proposed only by private education. With the municipalization of elementary education, which was consolidated in the first years of the 21st century, the material had greater adhesion by the municipal networks of São Paulo. Considering that teaching science is giving students access to a scientific education that contributes to intellectual development, the construction of citizenship, learning in other areas of knowledge and is a right of all students, it is necessary the teacher's commitment to progress of the students and the teaching of sciences with quality. Our research problem is: "What do the teachers of Elementary School I think about the apostilled material for science teaching ?." The objective of this work was to verify the perceptions of a group of teachers about the atilled material in science teaching in the years of elementary education I. The research approach was qualitative. The subjects of the research were seven teachers who participated in a semistructured interview, organized from a questionnaire and the methodological resource used to analyze the answers was content analysis. The teachers' perceptions of the material for science teaching were divided into nine categories - and within each of them, in both positive and negative aspects. Among all the points raised about the apostilled material, the teachers' perception is that the material is the working tool of the municipal network that has characteristics that positively affect, but also negative the work of the teacher and the student's learning, and consider that the pedagogical work must be built, even if they can not develop it in this way, based on the guidelines of the material.Therefore, the teachers' perception about the teaching of science in apostille material is that it does not fully meet the needs of students in the classroom. In this relation of the handbook and the teaching of science teachers show more disapproval regarding their use for this component than approval, since they indicate other materials proposed by the Ministry of Education as a reference for teaching.
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Palavras-chave
Apostila, Ensino de ciências, Percepção docente, Lecture, Science teaching, Teacher perception