SCIENCE TEACHING: PEDAGOGICAL SPECIFICITIES BETWEEN SAYING AND DOING

• Autor(a) principal: Kurz, Débora Luana
• Data de Publicação: 2020
• Outros Autores: Bedin, Everton, Groenwald, Claudia Lisete Oliveira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/11089
• topic: Ciências da Natureza. Anos iniciais do Ensino Fundamental. Formação Docente.; Natural Sciences. Early years of elementary school. Teacher Education.; Natural Sciences; Early years of elementary school; Teacher Education

Considering the specificities and the implications of the narratives of three teachers, as well as the particularities of their pedagogical action in the light of the school context, in order to investigate evidence from the area of Natural Sciences in the midst of pedagogical practice, we sought to analyze, to reflect and to discuss the possibilities triggered by them for access to scientific culture to students since the beginning of the schooling process. Data were collected by observation and subsequent transcription in a logbook, beyond the application of a questionnaire analyzed in the qualitative bias of phenomenological-hermeneutic research. In this sense, it is pointed out that although there is a consensus regarding the importance of teaching Natural Sciences at the beginning of the schooling process, there is limited evidence of science both in the teachers' narrative and during the observation period of the classes. Is necessary that this discussion permeates the processes of initial and continuing teacher education, and that it be contemplated in an articulated manner to the BNCC.