O ensino de ciências nos anos iniciais : concepções docentes acerca da contextualização e de sua prática

• Ano de defesa: 2018
• Autor(a) principal: Mota, Maria Rivanusia Santana
• Orientador(a): Guimaraes, Carmen Regina Parisotto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• Palavras-chave em Português: Ensino de ciências; Ciências (Ensino fundamental); Formação de professores; Professores de ciência; Prática docente
• Palavras-chave em Inglês: Elementary school; Teacher training; Teaching practice; Sergipe
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/8304

The teaching of science, from the earliest years, should enable the integral formation of the individual. The school is a place where everyday experiences and affection are combined with formal contents, which will enable the student to develop both solidarity and critical analysis of school contents, which are fundamental for building their citizenship. Based on the premise that contextualized teaching can favor such aspirations, the present research aims to analyze whether the methodologies used by teachers are embracing this contextualization in the process of teaching science. To this end, the subjects of this study are the teachers of elementary education (1st to 5th grade) in the municipal schools of Nossa Senhora da Glória / SE. The research was exploratory, based on a qualitative approach, initially using questionnaires, followed by semi-structured interviews. The responses were categorized based on the methodology used by Bardin (2011). Results indicate that teacher training in their initial formation was not fully satisfactory regarding the professional performance in the area of science. The teaching practice, in a general way, seeks to relate daily aspects to the scholarly content. However, the uncertainty regarding aspects related to contextualization is present among many teachers, mainly regarding its correlation with the activities carried out and its principles as a way to promote a more critical formation of the students. It is hoped that the results will instigate a reflection about basic and continuing education of pedagogical teachers regarding the contextualization and contents necessary for their practice.