AS PRÁXIS DO PROFESSOR DE CIÊNCIAS DA NATUREZA DOS ANOS INICIAIS E O CURRÍCULO: POSSÍVEIS INFLUÊNCIAS DAS FORMAÇÕES CONTINUADAS DA SEMED DE CAMPO GRANDE-MS

Abstract

This work aims to understand the possible influences of the continuing education of the Municipal Department of Education (SEMED) of Campo Grande - MS, on the praxis of Natural Sciences teachers in the initial years of Elementary Education at REME, from 2020 to 2023, for the use of the new Curricular Reference (RC).To this end, we used a qualitative approach and developed documentary research, described the training offered by SEMED during the period investigated, verifying the correlation with the RC of the municipality of Campo Grande and, subsequently, conducted semi-structured interviews with teachers who teach Science for the initial years.These interviews were analyzed using Bardin's Content Analysis framework. The results demonstrated the availability of thirteen continuing education courses in science, all correlated with the Curriculum Reference (RC).In general, REME's continuing education enabled participating teachers to develop didactic-methodological strategies and reflect on teaching actions in relation to possible developments of the skills described in the RC and scientific literacy.Because some teachers acted as conductors, they also participated in other continuing education programs offered by REME, which were highlighted in the interviews as contributing to the adoption of methodologies focused on literacy and literacy.Considering that teacher turnover is frequent, as they are mostly hired, the short service time of some of the teachers interviewed, who teach science from 1st to 5th grade, and the workload divided between the head teacher and the Science teacher may make it impossible for some teachers to participate in the CF in this area.The interviewees highlighted the importance of continuing education in the synchronous modality, as this allowed, at times, the acquisition of enriching knowledge through the exchange of experiences lived in the classroom and the carrying out of practical activities, which often does not occur in asynchronous modalities, due to the lack of participation of teachers in the discussion forums.Finally, we showed that, after carrying out the FC, some teachers were able to develop practical activities and projects considering the skills discussed in these training sessions.Therefore, we emphasize that the results of this research can contribute to a reflection on the continuing education of teachers in the area of Natural Sciences at REME, through the analysis and evaluation of the influences of pedagogical training on teachers' practices, which can guide new training proposals, such as those proposed by the research participants, providing more quality in the teaching and learning process, as well as the appreciation of training and teachers in the municipality's educational system.