Práticas experimentais investigativas nos anos iniciais: Um estudo de caso de uma formação docente para o ensino por investigação

Abstract

The research was conducted within the scope of the Graduate Program in Science and Mathematics Education – Professional Master's – at the Federal Institute of Education, Science, and Technology of Goiás, Jataí Campus, where I am a regularly enrolled student. The objective was to investigate how, through a continuing education course for teachers of Early Years Education, we re-signify the use of investigative experimental practices as a foundation for organizing teaching work in Science classes in a municipality in the southwestern region of Goiás.The study also aimed to address the research question: How has a teacher training course for early years educators in the city of Jataí-GO contributed to improving Science teaching through the use of investigative experiences in their classrooms? It sought to encourage experimental scientific practices at this educational level by emphasizing Inquiry-Based Teaching. Our goal was to work on and reflect upon the training needs of Science teachers from a qualitative perspective through a case study conducted in a 40-hour continuing education course titled: “Continuing Education Course for Science Classes in the Early Years of Elementary School – An Investigative Approach.” The target audience comprised three Early Years teachers from the 3rd, 4th, and 5th grades of the municipal school system in Jataí/GO. During the course, Inquiry-Based Science Education (IBSE) was presented as a constructivist teaching approach, providing the teachers an opportunity to reflect on and transform their pedagogical practices. This methodology emphasizes the teacher's role as a mediator and positions students as active protagonists in the learning process. Data analysis will be conducted using a multi-methodological approach, integrating content analysis of recorded statements by the participating teachers, a quantitative and qualitative analysis of their responses to questionnaires, participant observation, and critical reflection on the teachers' actions and behaviors during the training course sessions. This approach aims to offer a deeper and more comprehensive understanding of the teachers' experiences, perceptions, and practices, providing a solid foundation for interpreting the results. The results indicated that the didactic sequence developed during the course had a positive impact by motivating the teachers and encouraging them to reflect on their pedagogical practices in Science teaching. The experience demonstrated advancements in teaching practices, highlighting the importance of strengthening support for teachers to overcome institutional and cultural barriers.