O ensino de ciências na educação do campo do Centro Estadual Integrado de Educação Rural de Águia Branca (CEIER-AB): uma análise da construção deste conhecimento a partir da percepção do estudante

Abstract

Aiming to analyze the construction of knowledge in science of eighth grade students of the CEIER-AB from their local reality, we conducted a qualitative research, of exploratory nature, based on the Theory of Social Representations. Individual interviews were conducted with the students, whose speeches were analyzed using the Discourse of the Collective Subject technique. It was verified that for these students, science comprises the study of life, whose importance was related to the knowledge of the environment/nature. It was identified that most students have some kind of difficulty in understanding the contents of the textbook, due to the existence of unfamiliar vocabulary. On the other hand, it was found that different resources/activities in the textbook facilitate the understanding of these contents, with the use of images being the resource most often cited as a facilitator of learning. The use of images was the resource most often cited as a facilitator of learning, as well as experiments, which, in the students' perception, help to better understand the theoretical concepts of science. The students also highlighted the essentiality of the teacher's presence as an intermediator of the teaching-learning process in the physical school spaces, as well as in the remote teaching spaces experienced during the COVID-19 pandemic.