Compreensão das práticas de ensino de ciências experimentais por professores dos anos iniciais do ensino fundamental de uma rede municipal: uma análise do ponto de vista dos saberes docentes

Abstract

This study aims to understand how Science teaching practices occur in the initial years of Elementary School and what difficulties are encountered by the different elements that make up the educational scenario. To this end, the speeches of teachers and managers in different functions in a municipal network in a city in the interior of São Paulo were analyzed, in order to verify which knowledge is mobilized by teachers in the development of content in this area, seeking specific objectives to analyze the elements of teaching knowledge present about the need and practices of teaching natural sciences, characterize the elements of teaching knowledge present in the reports on the difficulties and possibilities of practices and characterize the relationship between the categories of knowledge expressed and the teaching system, including the municipality's official curriculum and the continuing teacher training process. To meet the proposed objectives, the study is characterized as descriptive and exploratory, using as a research strategy the analysis of semi-structured interviews, which were carried out with 12 professionals, teachers and professionals from the school management team and the data was assessed through content analysis, as presented by Bardin (1977). From this analysis, the elements were coded and organized into four categories, namely: inside Science teaching, teacher training in Science teaching, planning in Science teaching and the involvement of emotions. Furthermore, the data revealed the importance of interactions between the elements participating in the educational process and the curriculum, as a way of guiding the development of learning.