Thinking about the meaning of practical classes in science in the final years of Elementary School: limits and possibilities

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2021-09-12T00:08:14Z No. of bitstreams: 1 2018 - Vanessa de Oliveira Sena.pdf: 1885391 bytes, checksum: c82a99caf028fcc7eaa8e4fcd93523e0 (MD5) Made available in DSpace on 2021-09-12T00:08:19Z (GMT). No. of bitstreams: 1 2018 - Vanessa de Oliveira Sena.pdf: 1885391 bytes, checksum: c82a99caf028fcc7eaa8e4fcd93523e0 (MD5) Previous issue date: 2018-06-29 I present in this work the dissertation research of Masters in the program of Postgraduate Education in Science and Mathematics (PGEduCIMAT), initiated in March 2016, wich investigates the meaning given to ?practical lessons?, ?experimental classes?, ?practical activities?, ?diferente classes?, employed in Science education in the city of Serop?dica, among Science teachers and the Secretaria Municipal de Educa??o Cultura e Esporte de Serop?dica (SMECE) [the City Departament of Education Culture and Sport of Serop?dica] front of the plurarity of meanings found in the academic literature, in the most used textbooks, and in the specific legislation of Education for teaching Science, pointing out the possible factors that hinder the use of strategy in the Science classes by teachers and their progresso n topic. I propose a qualitative research, applied in nature explanatory, implemented in a school in the city of Serop?dica-RJ. I had access to the entire school community, its relationships and interactions as well as direct contact with three Science teachers, which are target audience of research whose raw data collection lasted about a year. The data collection instruments aimed at capturing not only the words, but also the emotional aspects and the context in which the respondentes were involved through the annotations that I performed in field notebook. A historiographic review of the emergence of the idea of practical lessons for teaching Science, a documentary research of the theoretical perspectives on practical classes in the elementary school in the academic literature ando ne of the texts and oficial documents that were between the school unit and the City Departamento f Education (SMECE). The triangulation of data for the analysis considering three objects in order to interweave three sources of data that make up the relationship of theories with the views of informants and documents examined. The three strategies used in triangulation were: (1) documentation analysis; (2) open interview with the actors of research and (3) non-participant observation. The Protocol of the non-structured interviews with the teachers and with the SMECE, the non-participant observation in their classes, as well asthe analysis of public documents has returned in the creation of two categories based on observation and contend analysis obtained from the triangulation of the data about their frequency of use, the progress and the difficulties faced to the achievement. Apresento neste trabalho a pesquisa de disserta??o de Mestrado do Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica (PGEduCIMAT), iniciada em mar?o de 2016, a qual investiga o sentido dado ?s propostas de "aulas pr?ticas", "aulas experimentais", "atividades pr?ticas", "aulas diferentes", empregadas no ensino de Ci?ncias no munic?pio de Serop?dica, entre os professores de Ci?ncias e a Secretaria Municipal de Educa??o Cultura e Esporte de Serop?dica (SMECE) frente a pluralidade de sentidos encontrados na literatura acad?mica, nos livros did?ticos mais usados, e na legisla??o espec?fica de Educa??o para o Ensino de Ci?ncias, apontando os poss?veis fatores que dificultam a utiliza??o dessa estrat?gia nas aulas de ci?ncias pelos professores e os seus avan?os sobre o tema. Proponho uma pesquisa qualitativa, de natureza aplicada e explicativa, implementada em uma escola do munic?pio de Serop?dica-RJ. Tive acesso a toda a comunidade escolar, suas rela??es e intera??es bem como contato direto com tr?s professores de Ci?ncias, os quais constituem o p?blico alvo da pesquisa, cuja coleta de dados brutos teve a dura??o de cerca um ano letivo. Os instrumentos de coleta de dados visavam captar n?o somente as falas, mas tamb?m os aspectos emocionais e o contexto em que os entrevistados estavam envolvidos por meio de anota??es que realizei em caderno de campo. Foi feita uma revis?o historiogr?fica do surgimento da ideia de aulas pr?ticas para o ensino de Ci?ncias, uma pesquisa documental das perspectivas te?ricas sobre aulas pr?ticas no Ensino Fundamental na literatura acad?mica e um dos textos e documentos oficiais que tramitam entre a Unidade Escolar e a Secretaria Municipal de Educa??o. Foi feita a triangula??o de dados para a an?lise considerando tr?s objetos a fim de entrela?ar tr?s fontes de dados que comp?em a rela??o das teorias com os pontos de vista dos informantes e dos documentos analisados. As tr?s estrat?gias utilizadas na triangula??o foram: (1) an?lise documental; (2) entrevista aberta com os atores da pesquisa e (3) observa??o n?o participante. O protocolo das entrevistas n?o-estruturadas com os professores e com a SMECE, a observa??o n?o participante nas suas aulas, assim como a an?lise de documentos p?blicos teve como resultado a cria??o de duas categorias com base na observa??o e na an?lise do conte?do obtido a partir da triangula??o dos dados a respeito das suas concep??es e situa??es vivenciadas sobre as aulas pr?ticas, a frequ?ncia de sua utiliza??o, os avan?os e as dificuldades enfrentadas para a realiza??o.