Concepções e práticas dos professores de ciências nas escolas estaduais de um município pernambucano
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2018
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Vivencia-se um momento de grandes mudanças em nossa sociedade, as quais refletem
diretamente nos sistemas de ensino. A implantação das novas demandas devido aos novos
paradigmas do conhecimento, implicam em necessidades relacionadas às políticas públicas de
educação, nas práticas curriculares e nas práticas pedagógicas cotidianas da instituição escolar.
A promulgação das leis de Diretrizes e bases da Educação Nacional Lei nº. 4.024/61 e Lei
nº.5.692|71 representou um grande marco para o ensino de Ciências no Brasil, efetivando e
garantindo o ensino em todas as séries do primeiro grau. O objetivo do presente estudo foi
analisar a importância atribuída ao Ensino baseado no Saber Científico pelos professores de
Ciências Naturais (6º ao 9º anos), das escolas Estaduais de Educação Básica do município de
Moreilândia- PE, especificando de que forma suas práticas estão de acordo com essa premissa.
Trata-se de uma pesquisa de campo, de natureza descritiva e qualitativa. A amostra envolveu
11 professores, com idades entre 25 e 45 anos. A pesquisa foi desenvolvida em três Escolas de
Ensino Fundamental da rede Estadual de um Município de Pernambuco, Como instrumentos de
pesquisa utilizou-se a entrevista, a observação e a análise documental. Percebeu-se uma
preocupação dos docentes e gestores em desenvolver o trabalho com projetos de acordo com os
temas transversais e, com problemas voltados para a comunidade, que visem uma melhoria no
comportamento em relação à preservação do patrimônio público comum.
There is a moment of great changes in our society, where these reflect directly in the educational systems. The implementation of the new demands due to the new paradigms of knowledge imply needs related to public education policies, curricular practices and daily pedagogical practices of the school institution. The enactment of the Laws of National Education Guidelines and bases Law number 4.024 / 61 and Law number 5.692 | 71 represented a great landmark for teaching science in Brazil, ensuring and guaranteeing teaching in all the first grade grades. The objective of the present study was to analyze the importance attributed to the Teaching based on the Scientific Knowledge by the Natural Sciences teachers (6 to 9 years), of the public schools of basic education of the municipality of Moreilândia at Pernambuco, specifying how their practices are in agreement With this premise. It is a field research, of a descriptive and qualitative nature. The sample involved 11 teachers, aged between 25 and 45 years (Mean = 34.7; Standard Deviation = 5,314). The research was carried out in three Elementary Schools of the State network of a Municipality of Pernambuco, Brazil. As a tool the questionnaire and documentary analysis were used. The answers were organized in 5 categories: Theoretical Conceptions on the teaching of Sciences; Pedagogical Practice and Planning; Construction and valorization of Scientific Knowledge; Curricular Adequacy and Teacher Training. It was noticed a concern of the teachers and managers in developing the work with projects according to the transversal themes and, with problems directed to the community, that aim at an improvement in the behavior with respect to the preservation of the common public patrimony.
There is a moment of great changes in our society, where these reflect directly in the educational systems. The implementation of the new demands due to the new paradigms of knowledge imply needs related to public education policies, curricular practices and daily pedagogical practices of the school institution. The enactment of the Laws of National Education Guidelines and bases Law number 4.024 / 61 and Law number 5.692 | 71 represented a great landmark for teaching science in Brazil, ensuring and guaranteeing teaching in all the first grade grades. The objective of the present study was to analyze the importance attributed to the Teaching based on the Scientific Knowledge by the Natural Sciences teachers (6 to 9 years), of the public schools of basic education of the municipality of Moreilândia at Pernambuco, specifying how their practices are in agreement With this premise. It is a field research, of a descriptive and qualitative nature. The sample involved 11 teachers, aged between 25 and 45 years (Mean = 34.7; Standard Deviation = 5,314). The research was carried out in three Elementary Schools of the State network of a Municipality of Pernambuco, Brazil. As a tool the questionnaire and documentary analysis were used. The answers were organized in 5 categories: Theoretical Conceptions on the teaching of Sciences; Pedagogical Practice and Planning; Construction and valorization of Scientific Knowledge; Curricular Adequacy and Teacher Training. It was noticed a concern of the teachers and managers in developing the work with projects according to the transversal themes and, with problems directed to the community, that aim at an improvement in the behavior with respect to the preservation of the common public patrimony.
Descrição
Orientação: Dulce Maria Franco
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, PROFESSORES, CIÊNCIAS NATURAIS, ENSINO DAS CIÊNCIAS NATURAIS, PRÁTICAS PEDAGÓGICAS, EDUCATION, TEACHERS, NATURAL SCIENCES, NATURAL SCIENCES EDUCATION, PEDAGOGICAL PRACTICES