O ensino de ciências da natueaza nos anos iniciais do ensino fundamental

Abstract

This study investigates the teaching practice of Science from the 3rd to the 5th grade of elementary school, in the urban area of the municipality of Campo Maior (PI), verifying which teaching methodologies are developed by teachers in Science classes, as well as knowing the difficulties they face during their practice, understanding how the initial and continuing training in the area of Science was. The research had a descriptive character, following the qualitative-quantitative methodology. Understanding that qualitative and quantitative are methods of organizing collected data. A survey of municipal schools was carried out in the Department of Education of Campo Maior (PI), and 3 schools were chosen according to the Basic Education Development Index (IDEB) of 2023, with the highest, median and lowest grade values. As a data collection instrument, a semi-structured interview script was used with the teachers who agreed to participate. The results obtained were organized through content analysis, following the process of categorization of responses. Science teaching plays an essential role in schools, promoting learning that helps prepare students for the scientific world. As a result, the training of versatile teachers is still insufficient in relation to this teaching in the early years of elementary school. The teaching methodology aimed at the early grades (3rd to 5th grade) must consider the cognitive characteristics of students, since, in this age group, it is essential to stimulate autonomy, curiosity and, mainly, the construction of scientific knowledge. Thus, of the interviewees, seven are women and one is a man, ranging in age from 20 to 60 years old. Only one has a degree in Biological Sciences; the teacher has a degree in History, one in Portuguese Language and Literature and the others in Pedagogy. As a result, Science teaching still faces great challenges, especially in the early years of elementary school, after all, in many cases Science classes are taught by teachers who do not have training in the area, which can cause a deficit in the teaching and learning process. One point to be highlighted is that there needs to be a greater appreciation of pedagogical methodologies that encourage active student participation. The predominance of textbooks as the main resource in the classroom, often mistaken for a methodology, points to a worrying gap in teacher training. In conclusion, it is important to rethink the teaching of Natural Sciences, highlighting the urgency of adopting innovative, contextualized and student-centered pedagogical practices. It is up to educators, managers and institutions to commit to transforming the educational reality through actions that value investigative teaching and the meaningful construction of knowledge, thus contributing to a more effective, inclusive and transformative scientific education.