Ensino, Educação Básica e Formação de Professores

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http://repositorio.ufes.br/handle/10/17479
Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores

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URL do programa: http://www.ensinoeeducacao.alegre.ufes.br/pt-br/pos-graduacao/PPGEEDUC

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Navegando Ensino, Educação Básica e Formação de Professores por Assunto "Alfabetização Científica"

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    Percepção dos alunos de 9º ano do ensino fundamental sobre o ensino de ciências
    (Universidade Federal do Espírito Santo, 2020-10-06) Polastreli, Valquiria; Souza, Luceli de; https://orcid.org/0000-0001-7121-9059; http://lattes.cnpq.br/8782112208959493; https://orcid.org/0000-0001-9684-6024; http://lattes.cnpq.br/4103521953460733; Anastacio, Simone Aparecida Fernandes; https://orcid.org/000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; Weiss, Andreia; https://orcid.org/0000-0002-3513-1858; http://lattes.cnpq.br/1498649423330714; Sgarbi, Antonio Donizetti; https://orcid.org/0000-0003-2955-3939; http://lattes.cnpq.br/9637068474044846
    Teaching sciences has changed in Brazil and around the world, alternating its conceptions and finalities, following political processes, as well as technological, cultural and social. The School seeked adapting to these changes, aiming for the necessity of transformation in the way human beings see the world. The teaching process begins to be seen no longer as a network of transmission of knowledge and scientific discoveries, but a mean through which human beings share knowledge and experiences that will directly influence their lifestyles, promoting their inclusion or not in the diverse social space. Face to this, the objective of the research was investigating how graduating students from the ninth level of Elementary School notice the teaching of sciences, and whether the proposed teaching for the referred discipline is evidenced by them in their daily routines. The methodology used was a qualitative approach: case study, having as instruments of gathering a focus group with pre established plot, that directed the discussions about how the teaching of sciences is in the school and the manners students live their learnings, and the field journal for registers during the course of the research. With the obtained data, analyses of content were made and structured in three categories that considered the view of the focus group about the teaching of sciences: affinity, daily life and relevance. The results point that the contents taught are more easily learned and recognized when they are related to daily life situations that allow contextualization of what is taught with the knowledge students already own. It was also evidenced the necessity of dialogues among teachers and students that enhance the recognition of scientific knowledge in the production of essential concepts for the subjects, for them to understand the world with all its transformations, having as basis the knowledge produced in sciences. In view of what was obtained from the research, it is proposed the continuous thinking about the importance of science teaching as a tool to give opportunities to use the knowledge acquired in school in daily actions, inserting the subjects in the world in a more conscious and acting way