Ensino de ciências nos anos iniciais da escolarização: um estudo com professores de escolas públicas do município de Boqueirão – PB

Abstract

This work consists of a research that aims to investigate how teachers who work in the initial years of schooling teach the theory and practice of natural sciences to their students, and the repercussions of this process on scientific literacy on science teaching. Data collection involved teachers from the 4th and 5th grades of the initial years of elementary school, from public institutions located in the urban area of Boqueirão - a small town in Paraiba state. As a data collection tool, a semi-structured interview was used, in which questions were asked regarding the teachers' scientific knowledge related to the science content aimed at students in the early years of schooling. Such instrument was employed in order to understand the methodologies they use and the resources that are available for the development of their pedagogical practice. The teachers that took part in the research related that the main challenge in their practice is the lack of resources and pedagogical materials required to adopt a diversified methodological practice, as well as the need of a proper amount of time to plan, in addition to the lack of training for teaching science subjects. Data analysis also revealed that the training directed at science teaching in the initial years is a core point of their work, since they do not have a theoretical basis to work with students, much less to develop problematization methodologies that provide a more contextualized teaching. Such teaching makes it possible to expand students' knowledge, since it values their practical knowledge and strengthens their identity.