Saberes e práticas em ciências naturais : um estudo no 5º ano do ensino fundamental, em Capela/SE

The teaching of natural sciences in the early years of elementary school presents incessantly guided by various historical trends that reflect to the present day in the classroom. As these trends processes that rely heavily on involved, who today seek an apprenticeship that actually happens, significant and transformative way. This research assumes that the everyday knowledge of pupils, students and teachers should be used in classes, triggering an interaction and systematization of knowledge that gives the condition that students need to understand the world and its transformations, standing them, in a participatory manner, as part of that. Thus, the aim of this study is to analyze the perceptions of students, the students and teachers of two classes of the 5th year of primary education on knowledge and practices in natural sciences present in these classes. It is a Case Study, with qualitative and quantitative approaches, using as main methodological procedure of data collection questionnaires with pupils, students and teachers; and semi-structured interviews with teachers, seeking to portray the object of study in the trajectory of the researcher, the study and its methodological procedures, the field and the subjects that are students, students and two teachers of the 5th year of elementary school. The theoretical framework presents some Natural Science Teaching notes in Brazil in the early years of elementary school, highlighting the importance of training of teachers in the early years, the didactic and pedagogical aspects of teaching practice and knowledge in Natural Sciences. The data show that: the students have a simplistic view of the initial knowledge of Natural Sciences; teachers also feature views of the difficulty in dealing with important content related to natural sciences, especially content related to the body, sexuality and relations between scientific and everyday theories. Furthermore, we realize that this difficulty developing practices articulated with the perspective of scientific ...