Science teaching from the perspective of science literacy and pedagogical practice in a third year of the literacy cycle

• Autor(a) principal: Martins Pereira, Igor Daniel
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/13668
• topic: Ensino Aprendizagem; Ensino de ciências; Alfabetização Científica; Formação de Professores; Desenvolvimento Profissional Docente; Science teaching; Scientific Literacy; Teacher formation/ Teacher professional development

This article deals with part of the results of a master's research, which sought to analyze how and if teachers in the three years of the literacy cycle worked in science from the perspective of scientific literacy (PEREIRA, 2015). In this text, the pedagogical practice of a third-year teacher is explored and analyzed. The investigation was developed taking into account the precepts of qualitative research, whose focus is the search for understanding the studied phenomena (OLIVEIRA, 2013; GIL, 2010). For the production and analysis of data, the basis were the teaching cases (NONO; MIZUKAMI, 2002; NONO, 2005; SHULMAN, 2005; DARLING-HAMMOND et al., 2005; DOMINGUES, 2013), with video recording as an ally. The teaching cases are characterized by the reflective account of a pedagogical action in the classroom, analyzed in the light of pedagogical theory, by the teacher himself. The teachers chose ccience teaching moments to record, with this, I was able to understand imperceptible nuances without the help of this equipment (LOIZOS, 2008; ROSE, 2008; GARCEZ, DUARTE and EISENBERG, 2011). In the investigation I chose, from the theoretical construct of scientific literacy, - which enables a resumption of the understanding of what science is and, therefore, what it is to teach ccience - combining to this, dimensions that expand the teaching of science (LORENZETTI and DELIZOICOV, 2001; SASSERRON and CARVALHO, 2008, 2011; FERREIRA et al., 2017), from the research carried out and the researcher's practice in Basic Education classes, five aspects considered important for teaching Science in this perspective: relationship, analysis, inference, observation and raising of hypotheses. The teacher's practice has pedagogical potential, which reveals her place as a teacher. However, it portrays both pedagogical and didactic inadequacies, as well as content. These aspects demonstrate the importance of formation to teach science from the perspective of training from within the profession (NÓVOA, 2012), which includes the specifics of the teaching, school and community in which it operates, seeking the professional development of teaching and the teacher. Therefore, based on the reflections presented, investment and increase in continuous policies for the formation of teachers to teach science from the early years are defended. A formation that enables the (re)construction of being a teacher and teaching professionalism, seeking to combine these dimensions with the perspective of scientific literacy, as qualifiers of the pedagogical action to teach science.