Ensino de ciências por investigação na perspectiva da alfabetização científica: uma incursão teórico prática nos saberes do professor dos anos iniciais

Abstract

The teaching of Science by inquiry is an approach that has been recommended in practice in the early years of Elementary School (SANTANA; CAPECCHI; FRANZOLIN, 2018). On the other hand, as they are multipurpose teachers, it is not uncommon for the training of professionals who teach in this segment to be described as superficial, precarious, insufficient and with little content to teach Science (PIZARRO; BARROS; LOPES JÚNIOR, 2016). Thus, this thesis aims to present understandings about the knowledge mobilized by teachers from the early years when building an investigative teaching sequence - SEI from the perspective of Scientific Literacy, in a continuing education course. The aforementioned course lasted six months and entitled “Science Education by Research in the Early Years of Elementary School” took place in a municipal school in the city of Palmeira dos Índios-AL. In these terms, we dedicate ourselves to the study of the following research problem: How do teachers in the early years mobilize their knowledge when planning an investigative teaching sequence from the perspective of Scientific Literacy, in a continuing education course? In a qualitative approach, the phenomenon was investigated with four teachers from the early years and organized into three major moments: 1) theoretical-practical work with the themes Science Teaching by investigation, Scientific Literacy and related subjects; 2) SEI planning and 3) reflective analysis of SEI production. As an epistemology of the investigative path, we used training research and as data collection resources we resorted to participant observation, audio recordings and interviews. Six workshops, aimed at planning the SEI, constituted the research corpus. For the treatment and analysis of the data, we used the methodology of teaching episodes by Carvalho (2011). From this systematic work, twenty-five initial categories were established which, based on empirical data, were structured, analyzed and interpreted from three groups of teaching knowledge: Conceptual and Methodological Knowledge, Integrating Knowledge and Pedagogical Knowledge (CARVALHO; GIL PÉREZ, 2005). ). The analysis of these categories produced results that identified that Elementary I teachers, although they have little experience with specific knowledge of Science, mobilize knowledge that contributes to transform the Science content into investigative practices. From the initial categories, twenty final categories were structured that allowed us to arrive at an argument that we expressed as a thesis: inserted in Science teaching practices, teachers from the early years mobilize some knowledge of scientific culture to plan a SEI. Even so, the knowledge arising from general didactics is the main lens that these teachers use to produce this type of didactic planning. And it is very much because of this approach that teachers in the early years seek to engage students in investigative practices with a strong use of intellectual freedom.