O ensino de ciências da natureza nos anos iniciais do ensino fundamental : entre as vozes e vivências de professores das escolas públicas do município de Cáceres, MT

• Autor(a) principal: Gusmão, Cleide Aparecida Ferreira da Silva
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/5797
• topic: Docência; Ensino de ciências; Saberes da docência; Prática pedagógica; CNPQ::CIENCIAS EXATAS E DA TERRA; Teaching; Teaching of Sciences; Teaching knowledge; Pedagogical practice

The objective of this thesis was to understand the theoretical-methodological propositions that constitute the process of the professional education and development of teachers acting in the Teaching of Natural Sciences in the early grades of elementary education. In this sense, we aimed to answer the problem-question that arose from personal and professional unrest concerning proposals, discussions, concepts and/or introductory material for the Teaching of Natural Sciences in classrooms, in the early grades of elementary school. For such, we sought to understand: in what way do Natural Sciences manifest in the voices and teaching practices of teachers of early grades of elementary schools in the city of Cáceres, MT? The methodological approach of this study was qualitative in nature, as it considered that the dialogical assumptions that constitute the research can bring the researcher closer to the experiences lived by teachers in their work, providing a better understanding of the relationships established between scientific and pedagogical knowledge, in the actions performed and the knowledge unleashed during the process of teaching Natural Sciences in the early grades of elementary education. The collaborators in this research were ten teachers of the first to third year of elementary education, from four schools in the city of Cáceres,MT. The production of empirical data took place during the period of March to October 2021. The methodological procedures adopted in order to answer the researched problem were constituted from the following instruments: a form in order to aid in the construction of the profile of the subjects; observation of the pedagogical practices of subjects in the researched context; semistructured and in-depth interview. For the analysis of empirical productions, we used an interpretative analysis from the Hermeneutic, which translates into a method of analyzing qualitative information with the purpose of generating a more profound understanding and/or new propositions that arise from the studied object. Thus, the voices of the teachers express the school practices, aspects of their formation that participate and their contribution to their personal and professional development in the context of Education in Natural Sciences. They reveal the challenges of teaching Natural Sciences in a school context devastated by the covid-19, and its implications in the pedagogical practice, that directly involve class planning, the participation of family, the interactions and distance learning. They point to the different work conditions in education as points of weakness and challenges that lead to silencing when the teacher does not find pedagogical support in management, when they don't have access to the adequate training to deal with the complexity that is intrinsic to distance learning and the necessary digital technologies, when the school as a whole does not have an educational policy aimed at the funding of didactic material that is fit for the process of teaching and learning. They also manifest that the initial and continued formation concerning Natural Sciences contributes to the silencing of Education in Natural Sciences in the repercussion of this reality, also considering what is proposed in the educational policies, in the curriculum and its materialization, in the textbook and in the work conditions of the teachers.