Obstáculos epistemológicos no processo de alfabetização científica: um estudo para a formação do professor das séries iniciais do ensino fundamental

Abstract

This work presupposes the importance of the teaching of Science so that the students can acquire the cultural elements and the scientific language and develop the necessary skills to the critical and aware exercise of citizenship. To think about it in the context of the initial grades – since the child is also an integrant subject of the social body and owns, as the adults, the right to appropriate of the surrounding culture – has been the challenge of many researchers of that field due to the faced difficulties to its accomplishment. Among those difficulties, the formation of the responsible teachers for this level of education was one of the analyzed themes on this research, since they have little knowledge about the theoretical and methodological fundaments that guide the educative praxis of that discipline. On that sense, it was evaluated the relation among the different groups: in-service teachers, undergraduates in Education and senior students at the 5th grade of Elementary School, observing several characteristics that showed the same perceptions about the scientific nature and conceptual difficulties as well, mainly the ones related to Chemistry, although there was not any educator/student bound among them. The obtained results could show the necessary renovation concerning to Science teaching, for the teacher him/herself could reinforce mistaken views and concepts, transmitted to and preserved in the children in their future school lives. During the data collection, an intervention was done by means of a ministered course to the teachers and undergraduates participating of the research, in order to provide to them the mobilization and deconstruction of knowledges about teaching and learning Science. That way, the classes provided a more critical and reflexive view and promoted a more proper conception in relation to the production of the scientific knowledge. The analysis done also indicated the importance of living different ways and experiences during the teacher formation, understanding it as a constant process of formation and auto formation through the praxis and the reflection about it.