A formação de professores para os anos iniciais e a Base Nacional Comum Curricular: o olhar para o Ensino de Ciências

• Ano de defesa: 2021
• Autor(a) principal: Sousa, Tayse Raquel Gomes dos Santos
• Orientador(a): Ataíde, Ana Raquel Pereira de
• Banca de defesa: Onofre, Eduardo, Valle, Elizabete Carlos do
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Ensino de Ciências; Formação de Professores; Base Nacional Comum Curricular; Educação básica
• Palavras-chave em Inglês: Common National Curriculum Base; Teacher training; Science teaching
• Área do conhecimento CNPq: EDUCACAO
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/73989

The teaching of Science in the Early Years is a topic of great importance, as it is at this moment that the child starts his first contact with scientific knowledge. However, the difficulties faced by teachers who work at this level of Basic Education and by students in training are still notorious, regarding contents and practical activities involving the area of Natural Sciences, especially when it comes to putting into practice the suggested guidelines by the Common National Curriculum Base. Based on these assumptions, this research arises with the objective of discussing the conceptions of students in training of a Licentiate Degree in Pedagogy at the State University of Paraíba, campus I, about the difficulties faced by them regarding their teaching practice in the face of the new proposal of BNCC, mainly in the contents related to Physics. For this study, we followed two groups of the Pedagogy course at UEPB, in the curricular component Teaching of Natural Sciences, seeking to understand the difficulties of students in relation to Science Teaching. Our research was developed in two different moments: the first moment was carried out in the second half of 2019, in person and was characterized as a previous study, observing the difficulties and attitudes of students in training regarding the specific content and methodologies to be used for teaching these contents. Due to the COVID-19 pandemic, the second moment was carried out remotely and began in the second half of 2020, through an exploratory study, identifying the difficulties and insecurities presented by students in training in relation to Science Teaching, more specifically in compliance with what was proposed by the BNCC. Two questionnaires were prepared, one for students in training related to Science Teaching in the Early Years and another for the Structuring Faculty Nucleus of the course regarding the curricular component of Teaching Natural Sciences. This research is inserted in a qualitative perspective of interpretative nature and, the research results indicate that the students in training in the Pedagogy course at UEPB still have insecurity about the contents and methodologies to be used in the Early Years when it comes to the area. of Nature Sciences. It was also possible to identify that the workload available for this curricular component is not sufficient for the breadth of practical-methodological knowledge for the performance of this professional. Such results indicate the need to expand the workload of the curricular component, as well as review its menu and objective in the curricular composition of the course, seeking to promote approaches that include discussions on the methodology and contents proposed by the Base, providing a reflection on the action teacher in Science Teaching.