Conte?dos neglig?nciados no ensino de ci?ncias: um estudo de caso na educa??o b?sica

• Ano de defesa: 2020
• Autor(a) principal: Lorenzi Filho, Luiz Alberto
• Orientador(a): Lima, Lima, Valderez Marina do Ros?rio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontif?cia Universidade Cat?lica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica
• Departamento: Escola Polit?cnica
• País: Brasil
• Palavras-chave em Português: Conte?dos negligenciados; Ensino de ci?ncias; Ensino fundamental; Educa??o b?sica
• Palavras-chave em Inglês: Neglected content; Science teaching; Elementary School; Basic education
• Área do conhecimento CNPq: CIENCIAS HUMANAS:ENSINO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/9236

The Society from the 21st century requires the individuals a series of attributes that are beyond scientific knowledge. In this regard, the science teaching, being inside a school education context has the objective to assure, through the contents, the total formation of the individual through the work with concepts, procedures, and attitudes. However, will this be the reality found inside the schools? Are there important contents to be worked with students, which end up being neglected by the teacher? Therefore this investigation seeks to verify whether, into the pedagogical practice of science teaching, there are contents which the teachers do not usually approach in class, identifying possible causes of this situation as well. The qualitative investigation was held in public schools of the metropolitan region of Porto Alegre - RS, finding itself into a case study. To respond to the objective of the research, the following were used as instruments of data collection: semi-structured interview based on a confrontational question, and class observation, proposed by Yin (2005) and Flick (2009). The interviews were conducted with ten science teachers seeking to observe the aspects related to the neglected contents in science teaching. Furthermore, the classes of five teachers were observed, in order to verify the practice of the work of the contents in class. The collected data were analyzed using the Discursive Textual Analysis described by Moraes e Galiazzi (2011). The analysis of the data emerged three categories, named: I) the teaching practice and the process of education and learning; II) contents and process of education and learning, and III) the contents and their impacts on the integral formation of the individual being. Each category assists in the comprehension and the debate of the relation of the neglected contents in science teaching, as well as the reasons that lead the teacher to neglect the contents, means to avoid such practice and the impacts caused by these contents in the integral education of the students. Therefore, the present investigation can help the teacher regarding the importance of do not neglect necessary contents in the school formation and to the student?s life into society.