A iniciação científica na educação integral de Goiás : atuação, formação continuada e perspectivas dos docentes

Abstract

The teaching of scientific content using methodologies that involve the memorization of concepts has been shown to be discouraging and ineffective. For this reason, science teaching should focus on methodological approaches that bring science closer to everyday life and that promote Scientific Literacy, so that students know and understand how Science is present in society. The Scientific Initiation curricular component, present in the curriculum of the Full-Time Teaching Centers of the State of Goiás, aims to promote the scientific initiation of students through Teaching by Investigation. Given this fact, the present study verified the profile and performance of teachers modulated in the Scientific Initiation (IC) curricular component of the FullTime Teaching Centers (CEPIs); promoted and investigated the effectiveness of a continuing education course “Scientific Initiation in schools based on research teaching” and developed, as an educational product, a Scientific Initiation Notebook for teachers, aiming to improve the understanding of Research Teaching and the contribution to the planning of IC lessons. The results of this study indicate that IC classes are challenging for teachers, many of whom showed little understanding of how activities should be conducted, even with the instructions sent by the Department of Education. During the development of the research, the importance of the initial training of these teachers in relation to Science and scientific practice, as well as innovative teaching approaches, was also observed, showing that the initial training of teachers was not sufficient for the full development of these skills. Therefore, it is necessary to establish the continuing education of teachers as public management, in order to fill the gaps left during the initial training of these teachers and to clarify the guidelines of the State management bodies.