PRÁTICAS DE ENSINO DE CIÊNCIAS: O PROBLEMA DA PARTICIPAÇÃO EM SALA DE AULA

Abstract

The interpersonal relationships constituted in the school environment have a great influence on the learning and cognitive development of the student. In science education, these interactions are necessary to work on content so that the students participate in the classes through questioning, since it is a discipline where concepts are developed that are not always inserted in their reality. Therefore, the present work aims to analyze the teachers 'practices and the students' participation in science classes. Considering the general objective, we established as specific objectives: to observe the classes of the teachers of two public schools, with regard to the proposal of investigative / problematizing teaching; to identify the teachers 'conception regarding classroom interactions through questionnaires and to observe students' behavior in the aspect of interactions and participation in the classroom. The research was carried out in two public schools located in the city of Areia-PB with the classes of the 8th grade elementary school 2. We used as a data collection instrument a questionnaire applied with the two science teachers so that it was possible to know better the profile of the teachers analyzed, in addition, we collected data through observations of their classes, noting the important aspects for the analysis, such as: the teachers 'practices and the students' behavior regarding their methodologies. Thus, we could perceive with the analysis that the practices of the teachers analyzed do not promote the participation of the students in the classroom, their classes are conducted through the textbook where there is no problematization of scientific content that arouses the student's interest in practice research.