Guia didático para professores de Ciências dos anos iniciais
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Data
2025-03-27
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Universidade Estadual do Norte do Paraná
Resumo
The Teaching of Science through Investigation is essential for the development of scientific thinking, especially in the early years, as it enables students to make decisions and actively fulfill their role in society. In this context, the objective of this research is to reflect on this approach, focusing on the challenges faced by Natural Science teachers in rural schools regarding the implementation of Inquiry-Based Science Teaching. The research was conducted in three rural schools in the municipality of Siqueira Campos, Paraná, and involved teachers who teach Natural Science in the early years of these schools. The adopted approach was qualitative, as described by Flick (2009), since it uses texts instead of numbers, explores realworld contexts, and focuses on the participants' perspectives. Data collection was carried out through semi-structured, face-to-face interviews with four scheduled meetings. During these sessions, issues regarding teachers' knowledge of InquiryBased Science Teaching, their teaching practices, the challenges they face in teaching, and the alignment of curricular documents with this pedagogical model were discussed. In the first meeting, the researcher explored the participants' prior knowledge and teaching practices related to the topic. In the subsequent meeting, teachers were introduced to authors who advocate for Inquiry-Based Science Teaching. After a period of reflection and understanding, the participants were asked to choose the theory that best suited their schools' context, with the aim of developing pedagogical activities to be applied in the schools. According to the teachers' feedback, the approach that best fit was the Three Pedagogical Moments model by Delizoicov, Angotti, and Pernambuco. The researcher, in collaboration with the teachers, developed lesson plans based on this approach to be implemented in the participating schools. The data collected will be analyzed using Content Analysis (CA), based on the principles of Bardin (2016), which allows for understanding, inferring, and interpreting the messages conveyed in the analyzed content. The preliminary analysis revealed that adopting the Three Pedagogical Moments methodology by Delizoicov, Angotti, and Pernambuco contributed to more meaningful, reflective learning, appropriate for the students' age group.
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Metodologia de ensino, Prática docente, Educação Básica