Ensino de ciências nos anos iniciais do ensino fundamental: prática docente dos professores da rede municipal em Uruaçu/GO

Abstract

This research was developed with teachers of 4th and 5th years of primary education in a school municipal schools, located in Uruaçu /GO. The approach is configured as qualitative and aimed to analyze the National Curriculum Guidelines of the Ministry of Education, the National Curriculum Guidelines for the teaching of science and new technologies, such as the Internet, have been used in science classes school study object. The research identified the implementation of the National Curriculum Guidelines have contributed to the pedagogical practice of teachers in the discipline of science and the teaching and learning process of the students. The investigation showed the trajectory of science education and its importance for students in the early years of elementary school, from the 1920s, discussing the training needs of the teacher of that school and education level. The research is justified by the fact that training and practice of teachers for science teaching in primary education has been causing concern in our country, in particular the teaching practice of elementary school teachers in relation to the needs and requirements imposed the current society, including those related to the use of new technologies. The development of the research was guided by the following guiding questions: What does the National Curriculum Guidelines of the Ministry of Education - MEC and the Municipal Education Uruaçu/GO, on the training of teachers of basic education and their practice in Education Science? The projects and activities implemented by the Municipal Education City Uruaçu/GO aimed at continuing education of teachers for the teaching of science in the early years of elementary school, and the use of new technologies? Didactic sequences (SD) used as a pedagogical resource contribute to the teacher's practice in the teaching of science in the early years of elementary school? The data collection techniques used were document analysis, questionnaire and classroom observation in the classroom. The questionnaire with open and closed questions, was designed to identify the subject's profile, as well as information on vocational training, science concepts, teaching methods, use of technology, influence of the National Curriculum Standards for science teaching in Elementary Education and the National Curriculum Guidelines for the Basic Education. Observations of lessons in the period May to October 2015 provided an understanding of the pedagogical practice of teachers investigated. As Educational Final product was developed the "Notebook of didactic sequences: dynamic educational resource in science education", the result of didactic sequences applied on 4th and 5th years of elementary school. It is expected that this final educational product is a subsidy for teachers to streamline the teaching of science and to help ensure that students have a higher learning.