A formação continuada para o Ensino de Ciências na percepção dos professores que atuam nos anos iniciais do Ensino Fundamental

• Autor(a) principal: Dias, Sandra Jouris
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: http://tede.unioeste.br/handle/tede/4458
• topic: Ensino de Ciências; Ensino Fundamental; Formação continuada; Práticas pedagógicas; Pedagogical practices; Science teaching; Elementary School; Continuing Education; CIENCIAS HUMANAS

The rapid development of science and technology and its impact on education has highlighted the importance of science education at all levels of basic education. To teach science in the early years, within the context of daily advances of this Science and technology, the condition of this teacher training requires constant updates. From this perspective, we point out that continuing education has a great responsibility in this process, since the teaching profession, like any other profession, must be in touch with modernization. The purpose of this research was to promote a discussion about continuing education for Science Teaching in the perception of teachers who work in the initial years of Elementary Education. The problem is: To understand how organized training is offered to the municipal teachers of Cascavel, PR, and whether these courses allow the insertion of new pedagogical practices in Science Teaching, in addition to what is proposed in the textbook. Through bibliographic, documentary and field research, we sought to understand the problem and obtain answers. For this, the bibliographic research was done through the analysis of the production of the area in books, theses, dissertations and periodicals on the subject to be investigated. The documentary occurred through the educational legislation of the federal, state and municipal agencies regarding the continuing education of the teachers of the initial years of Elementary Education. The field research happened, firstly by the interview with the Municipal Department of Education (SEMED) of PR Cascavel. The questioning was about how often specific training courses are offered in Science Teaching and what contents are worked on the training day. Subsequently we searched through an interview with the pedagogical team of the five schools, which are part of the research, to understand the organization and participation of the teachers in the continuing education courses offered by SEMED. In the last stage, we investigated, through questionnaires, the perception of the teachers who work in the initial years of Elementary Education, about the continuing education courses related to Science Teaching. Through data collection, analysis and verification of responses, we will use the technique of Content Analysis by Bardin (2011). This technique of response analysis aims to systematize and describe the contents, thus allowing the necessary conclusions on the proposed theme. The results point out that for all those involved in the research the discipline of science is relevant for the AIEF, as it assists children in the construction of scientific knowledge. xi Continuous training courses in the Science discipline are offered every year, every month, at the time of the teacher's activity time, the frequency varies as the SEMED annual planning can vary from one or two formations per month. Regarding the contents worked in the science training courses, they follow the curriculum of Cascavel PR. The schools are organized through the continuous training schedule provided by SEMED, insofar as all the teachers of the Cascavel Network can participate in the courses. These compulsory courses, besides collaborating to diversify classroom activities, also guarantee hours and consequently advances in the careers of teachers. Continuing education courses related to the teaching of science in the perception of the majority of teachers contribute to a differentiated actualization and activity. We note that a significant portion believe that these courses do not contribute, but believe they can improve. Teachers emphasize that if the courses were more practical, it would bring better results, because in the discipline of science, practical activities are essential for learning.