Saberes científicos e pedagógicos de conteúdo em ciências naturais expressos por pedagogos no ensino fundamental

Abstract

This work is part of the research that seeks to understand and report the experience of teachers working with the discipline of Natural Sciences in the early years of elementary school, in order to explain possible successful pedagogical practices, and possible training needs in the scientific context. In this sense, the guiding question of the research is: how to configure and express scientific and pedagogical knowledge of Natural Sciences content that underlie the teaching of teachers in the early years, when reporting the teaching they perform in elementary school? This research has as participants four pedagogues of the Municipal School of Elementary Education of Basic Education Jesus Child in Cuiabá - Mato Grosso. The methodology of the qualitative approach is assumed based on the assumptions of Narrative Research as a research procedure, as it allows the researcher to verify the knowledge employed by teachers in the construction of their pedagogical knowledge, and the way they acquire this knowledge. Concerning the research problem, the following investigative instruments were chosen: questionnaire for the characterization of participants and semi-structured interviews. To analyze and produce the field texts and the research texts, the Discursive Textual Analysis is adopted, which corresponds to a data analysis methodology with the purpose of producing new conceptions about the investigated narratives. The results legitimize: i) contradictions reported in the reports of the pedagogues, who teach Natural Sciences, as they point out deficiencies in the initial formation about the methodologies of the pedagogical work; ii) knowledge evidenced in teachers' practices when developing conceptual content, which, supported by the literature, is interpreted in terms of knowledge of experience, specific knowledge of content, strategic knowledge and pedagogical knowledge of content; iii) the provisionality and the continuity of the formation processes, since the reality of formation and professional development analyzed can change, since the formation, both initial and continuous, is in constant transformation. Thus, it is intended, therefore, with the results obtained with this study, to guide and contribute to the debates, involving scientific and pedagogical knowledge of Natural Sciences content in the early years of elementary school, and to collaborate in broader terms to the construction of theoretical, methodological and epistemological knowledge for the area of science education and pedagogy in the state of Mato Grosso and in the country.