Uma investigação sobre o ensino de ciências nos anos iniciais do ensino fundamental, em escolas do município de João Pessoa-PB

Abstract

Cience education has a fundamental role in today's society, since the knowledge and products of science are increasingly present in the daily life of each citizen. Science teaching enables students to understand the world around them, perceiving themselves as active subjects and agents of their transformations. Teaching science today is a challenge in basic education, specifically in the early years of elementary school. The traditional teaching model, still used in educational institutions, contributes to keeping education out of context and fragmented in terms of the approach to disciplinary content. Reflecting on the challenges involving scientific education in the country, this research aimed to find out how science teaching has been approached in the classrooms of schools in the city of João Pessoa, specifically those of the early years of elementary school. The research was guided by the qualitative approach whose strategy was based on bibliographical and exploratory research. The methodological path involved two distinct and interrelated stages: in the first, a bibliographic survey was made on the theme, seeking to know the historicity and the challenges that involved scientific education in the country; then, from interviews with 20 teachers from the early years, we sought to know aspects of this educational reality in six schools - between public and private - in the city of João Pessoa. The results showed that, in the schools investigated, science teaching is developed along the lines of traditional teaching, even when teachers indicated using active methodological and / or playful resources. We understand that the limitations and weaknesses of science education are still a reality, but that they can be overcome by making classes more dynamic. At the same time, it imposes on Science teachers the responsibility to innovate their classes, seeking attractive and efficient methodologies, thus contributing to the construction of effective learning.