Formação de professores de ciências na diversidade cultural em Formoso do Araguaia-TO

Abstract

The present study addresses the theme of continued teacher training on the initial grades of Elementary School in the context of cultural diversity, experienced by them, in the municipality of Formoso do Araguaia - TO. It was necessary to go through the history of science teaching in Brazil, going through teacher training, cultural diversity, to finally understand the challenges faced by teachers and students in school units related to science teaching. The scenario presented is of teachers who teach classes to students from rural areas, urban areas and indigenous peoples in the same school space. Thus, this research aims to contribute to the pedagogical practice of science teachers, in the initial grades of elementary school, to propose innovative pedagogical processes and products, using active methodologies, with the aim of immersing themselves in cultural diversity. The continued) education course was offered to eight teachers, totaling 60 hours. Continued training was structured in a case study, divided into four meetings: I- Meeting: Lecture on Science Teaching, cultural diversity in the school space. Duration 4 hours. II- Meeting: Theoretical workshop on the Investigative Teaching Sequence carried out remotely. Duration of 8 hours. III- Meeting: Practical workshop developing the Investigative Teaching Sequence, carried out as an aid to the researcher. Duration of 8 hours. Teachers' planning time. IV- Meeting: Application of the Investigative Teaching Sequence (SEI): URUCUM. Duration 40 hours. The training theme encompasses Science teaching and cultural diversity, using the Teaching Investigative Sequence (SEI), as a didactic proposal in the development of classes. Continued training led to the creation of two educational products entitled: “Continued teacher training” and “Investigative teaching sequence-URUCUM.” It is believed that students in the initial grades of elementary school are more curious and investigative at this stage, since the cognitive and emotional aspects have greater development in childhood, thus it is up to the teacher to promote moments of reflection, based on the awakening of critical and constructive skills. In this sense, the research was outlined in three distinct dimensions: bibliographic studies, document analysis and field research. Bibliographic studies led to the writing of articles which were published in qualified journals, namely: Diagnosis of Indexing on the EduCAPES Platform as a Research Source for the Themes: Cultural Diversity, Science Teaching and Teacher Training. Anápolis digital magazine. And, Experiences of Science teachers in the context of cultural diversity. It is hoped that this study will contribute to triggering relevant attitudes in the dimensions of cultural diversity, inherent to Science teaching and active methodologies. It is understood that the use of the SEI as a motivating and innovative tool can successfully contribute to the understanding of the contents at this stage, in addition to establishing itself as a starting point for looking at the context of diversity, integrating theory and practice within the scope school. However, the involvement of teachers in continued education is essential, as it is in this space that teachers will be able to develop professionally, expanding their knowledge and becoming more active, critical and innovative.