Práticas experimentais como componente curricular : perspectivas e desafios na prática docente

Abstract

The research presents an analysis of the teaching work in front of the Experimental Practices curricular component, inserted in the elementary school curriculum of the Full-Time Teaching Centers, before and during the COVID-19 pandemic, in the year 2020. During the research, it was raised the profile of the professors, graduation, time of regency, perceptions, perspectives and challenges related to the work with experimental activities of Natural Sciences and Mathematics. Based on this analysis, a Proposal for Training in Experimental Practices was elaborated as an educational product focusing on elementary school final years in the State of Goiás. The study was carried out in a quantitative-qualitative way, analyzing from perceptions to quantitative data that influenced the final analysis. Several instruments were used for the research, including: questionnaires, focus group and the training itself carried out in the year 2020. The analysis of the Pilot Training brings evidence to consolidate the Educational Product in a more cohesive and integrated way to the reality of the teachers and schools. The results allow us to understand that the difficulties encountered by teachers in teaching practice to work with the curricular component Experimental Practices are, for the most part, the lack of materials and laboratories, reconciling the content of the bimester with the practice, lack of interest of some students, lack of material to guide Mathematics practices, among others. Thus, continuing education played a fundamental role in changing attitudes towards the teaching-learning process, so that the teacher can act as a mediator of knowledge, allowing students to take a leading role in your learning.