Uma proposta de formação continuada de professores: elaboração de sequência didática com atividade experimental investigativa para o ensino de ciências nos anos iniciais

Abstract

The goal of this research project is to approach continuous training within the context of the reflexive teacher, in order to contribute to Science teaching in the early years of Elementary School through the use of an Investigative Experimental Activity. The interest in the topic comes from the perception of how difficult it can be for teachers and school regents working in Science laboratories to use these activities at schools from the municipal teaching network of the city of Campo Grande, state of Mato Grosso do Sul. We can consider that there are few studies concerning these three topics: Teachers Training, Science Teaching and Investigative Experimental Activity. Considering this scenario, this project intends to analyze the contributions of continued training, having the reflexive teacher as the main focus, in the pedagogical actions of the teachers and school regents who work in the Science laboratories, concerning the elaboration of a didactic sequence with Investigative Experimental Activities for Science teaching in the early years of Elementary School. The study was carried out with the participation of eleven teachers, at first. However, only seven of them got through the end of the training course. Four of them are working in the Science labs and three are Science regents for the early years. The methodology used was a qualitative approach based on Collaborative Research, since this modality enables research and training practices for the professional development of teachers through critical reflection and collaboration. The data were obtained from audio recordings of the training sessions that were transcribed and analyzed, according to the Content Analysis methodology. The analysis of the results allowed us to observe that teachers and school regents involved with the laboratories, recognize the importance of teaching Science in the early years and the importance of Investigative Experimental Activity in this school level. However, there were difficulties concerning the organization and contextualization of the knowledge to be taught and the activities involving investigation. Thus, we consider it is fundamental for continuous training of teachers to meet the specificities of the subjects taught by them, enabling them to have time to study, collaborate and reflect critically on their job. We believe this project collaborated with the training of teachers who took part in it, allowing them to have moments of critical reflection on their pedagogical practices, regarding especially to Investigative Experimental Activity, as well as on the interaction between the teachers, valuing the collective planning.