A EXPERIMENTAÇÃO NA PRÁTICA DOCENTE COMO ATIVIDADE PROMOTORA DE ARGUMENTAÇÃO CIENTÍFICA NO ENSINO FUNDAMENTAL- ANOS FINAIS

Abstract

Education has always been linked to changes occurring in society, with influences being the creation and production of reflective knowledge, opposing in recent years the idea of reproducing and memorizing content that is insufficient to meet the needs of citizens (Imbernón, 2009). In this way, proposals for improvements in all fields that encompass the educational process have been proposed over the decades. In the context of science teaching (CE), raising the level of importance and understanding about science, in addition to thinking about methodological teaching strategies consistent with the current reality, has become an urgent issue. In this sense, this dissertation addressed CE in the context of experimentation from the perspective of problematization-investigation as one of the principles for the development of scientific argumentation. The central objective was to analyze the pedagogical practices of science teachers in the final years of Elementary School (EF) in public schools in the city of Codó-MA, investigating mainly the use of experimentation in the context of EC in order to understand the views of these teachers. on the use of alternative materials in these strategies. Some of the theoretical references used to guide the discussions: Krasilchik (2000); Chassot (2003); Jimenez-Aleixandre (2004); Cachapuz et.al (2005); Santos (2007); Sasseron and Carvalho (2008); Carvalho et al. (2009); Delizoicov, Agotti and Pernambuco (2011). The research is classified as a case study, supported by Gil (2017), Bardin (2011), Franco (2009). The study used a qualitative approach, with data collection taking place in fourteen PE schools - final years in the city of Codó-MA. His research collaborators were science teachers, with data collection instruments being questionnaires, interviews and science textbook analysis. The data were treated from the perspective of content analysis. The results showed that, for the most part, teachers consider experimentation important for student learning and, regarding the use of alternative materials, an alternative to working on experiments, given the reality of most Brazilian schools. Regarding the teaching strategies used by teachers in their classes, the signs most frequently focus on expository classes and the use of textbooks. The proposed product of this research is a pedagogical notebook with suggestions for experiments constructed with alternative material, of a problematizing and investigative nature with the aim of contributing to the work of science teachers and student learning in the city of Codó/MA.