Pensando o sentido das aulas práticas de Ciências nos anos finais do Ensino Fundamental: limites e possibilidades

Abstract

I present in this work the dissertation research of Masters in the program of Postgraduate Education in Science and Mathematics (PGEduCIMAT), initiated in March 2016, wich investigates the meaning given to “practical lessons”, “experimental classes”, “practical activities”, “diferente classes”, employed in Science education in the city of Seropédica, among Science teachers and the Secretaria Municipal de Educação Cultura e Esporte de Seropédica (SMECE) [the City Departament of Education Culture and Sport of Seropédica] front of the plurarity of meanings found in the academic literature, in the most used textbooks, and in the specific legislation of Education for teaching Science, pointing out the possible factors that hinder the use of strategy in the Science classes by teachers and their progresso n topic. I propose a qualitative research, applied in nature explanatory, implemented in a school in the city of Seropédica-RJ. I had access to the entire school community, its relationships and interactions as well as direct contact with three Science teachers, which are target audience of research whose raw data collection lasted about a year. The data collection instruments aimed at capturing not only the words, but also the emotional aspects and the context in which the respondentes were involved through the annotations that I performed in field notebook. A historiographic review of the emergence of the idea of practical lessons for teaching Science, a documentary research of the theoretical perspectives on practical classes in the elementary school in the academic literature ando ne of the texts and oficial documents that were between the school unit and the City Departamento f Education (SMECE). The triangulation of data for the analysis considering three objects in order to interweave three sources of data that make up the relationship of theories with the views of informants and documents examined. The three strategies used in triangulation were: (1) documentation analysis; (2) open interview with the actors of research and (3) non-participant observation. The Protocol of the non-structured interviews with the teachers and with the SMECE, the non-participant observation in their classes, as well asthe analysis of public documents has returned in the creation of two categories based on observation and contend analysis obtained from the triangulation of the data about their frequency of use, the progress and the difficulties faced to the achievement.