Ensino de Ciências nos anos escolares iniciais : o que professoras dizem de si e de sua docência

Abstract

In this research, I aim to comprehend the senses and meanings expressed by teachers of early Elementary School years upon speaking of themselves and of the teaching of science that they perform. I use as method the narrative research, which is based on an empiric production in two distinct moments: first, from multiple observation on the context of science teaching using questionary concerning the provincial and municipal teaching system in Boa Vista, capital of Roraima. And second, directed to an overview of the classroom, reported by teachers who speak about themselves and the teaching of science they execute through half-based interviews, field registries and memorials. Sixty subjects took part in the first stage. The choice of the subjects was oriented by the dimension of the place, which configures one of the criteria of the narrative research, and provides a helicopter view from the context where the subjects are inserted. The second stage had as criterion what configures the narrative research: the experience lived. Upon considering that it is not the cause but the sense built by the subject that transforms experience, I elected the following criteria for choosing the subjects: be a teacher of the early Elementary School years in public schools and free will to take part in the research. In this stage, six subjects took part in the light of a relational proximity necessary to the study. I organize the empiric material considering recurrent events in the speech of the subjects, from which fluxes emerged the following analysis categories: interpreted from discursive textual analysis and organized under two themed axis: (1) Senses and Meanings of the Teaching of Science: between docent protagonism and subtracted autonomy (2) Lines and in-between lines of Science Teaching: docent knowledge in episodes of who teaches and speaks about themselves. The results point out: i) the objective conditions of the teacher who teaches science are permeated by contrariness denounced in their speech which drives to a subtrected autonomy concerning the construction process of the pedagogic work; ii) the docent protagonism, in the resistance they make to implement a teaching method to go beyond the quantitative goals which are imposed to the teachers in the school context; iii) the docents, as they develop conceptual input materials, they outstand knowledge in their practices, which supported by literature, are interpreted into terms of scientific knowledge, experience knowledge, strategic knowledge and pedagogic knowledge of the input materials. I defend the thesis that the building of sense and meaning on the teaching of science expressed by teachers of the early school years in public schools in Boa Vista derives from an overlaid relation between life, formation and profession in the sphere of the docent practices, in which the teachers manifest themselves as continuous docent knowledge builders.