Mapeamento do uso dos laboratórios de ciências: um olhar para o ensino de biologia nas escolas públicas estaduais de Maceió-AL

Abstract

The Science Laboratory (LC) is a learning space that can be found in elementary schools. However, not all students have access to it, since such use may depend on several factors such as, for example, the financial and training resources of the school and teacher, respectively. In this sense, this research aimed to investigate the articulation between curriculum guidelines for the implementation, teacher training, and use of the Science Laboratory in the state public schools of Maceió-AL. For this, basic research of a qualitative nature was carried out since it provides the researcher with the direct source of data. As an instrument for data collection, the documentary research was chosen, because with it is possible to obtain information that favors comparisons between the documents and the reality of the schools. For data analysis, content analysis was performed, in which it was possible to identify guidelines about the acquisition, use, and teacher training for the use of the Science Laboratory in Basic Education. With the document analysis, it was found that the PNE (2014-2024) and the PEE-AL (2016-2026) aim the acquisition and use of the LC, however, the curriculum references did not present any guidance on the use of the LC in Biology teaching. With the mapping, it was possible to identify that in 2014, only 39 schools had this space out of a total of 75 schools. By 2020, 5 LCs were acquired, increasing the number to 44 schools. This figure represents that about 58.7% of all state schools in this municipality, which serve the final years of elementary school and high school, have this space. Thus, there is a lack of articulation between the curriculum references and the national and state education plans, in view of the lack of guidance on the use of the Science Laboratory in Biology teaching and learning. Therefore, it is expected that the goals and guidelines proposed by the documents analyzed are implemented, and also that teachers of Science/Biology have opportunities to participate in continuing education for the use of the LC, in addition to having encouragement, support and guidance for the proposition of practices in this space.