A abordagem temática leite no ensino de ciências : um olhar para a formação continuada de pedagogos(as)

Abstract

Analyzing the learning process in the teaching of Natural Sciences in/for Early Childhood Education and the first year of Primary School, this research promoted a space for reflection on pedagogical practice and articulated the active participation of these teachers in a continuing education course, with the aim of producing and evaluating a didactic sequence involving the science of milk. The main objective was to provide early childhood education and elementary school teachers with a space to reflect on their teaching practice and participate in the development and evaluation of a didactic sequence involving the science of milk as a continuing education strategy. The research investigated how the collective production of a didactic sequence, addressing literacy contextualized with the Science of Milk, can contribute to the continuing education of Early Childhood Education and Elementary School teachers. As for the teaching methodology, the course took place every two weeks, with six 2-hour meetings, totaling 12 hours of training with teachers from the Monteiro Lobato Municipal School of Basic Education. The research is based on a qualitative approach, methodologically guided by participant research. Two questionnaires were administered, one before and one after the course. In addition, lesson plans produced by the participants during the continuing education course were socialized. At the end of the course, the didactic sequence was presented, which was evaluated and received contributions from the participants through a round table discussion. In this research, the articulation of theoretical/practical knowledge based on Piaget's constructivism was carried out, prioritizing specific training with an eye to the construction of plans, which made it possible to teach Nature Sciences in a dynamic way, providing contextualized, practical and playful teaching that prioritizes literacy, considering that for children between the Early Childhood Education phase and the first year of Elementary School, it is important to prioritize learning that makes their protagonism effective, their way of being and being in the world. The continuing education course provided a space for reflection on pedagogical practice, in which the teachers from the Monteiro Lobato Basic Education School actively participated in the production of the didactic sequence. Based on the development of some lessons with their students, they offered enriching suggestions for improving the sequence developed in this study, especially with regard to didactic transposition and the theoretical-methodological guidelines for educators.