Dificuldades de implementação do ensino por investigação nas aulas de ciências dos anos iniciais: o que diz a literatura

Abstract

The present work is an exploratory bibliographic research with the objective of identifying the challenges/difficulties faced by teachers to implement teaching by investigation in science classes in the early years of elementary school. Eleven works were selected from the CAPES Theses and Dissertations Bank. The methodology adopted for data analysis was Discursive Textual Analysis. Grouped into five categories, the difficulties in implementing teaching by investigation were presented as follows: epistemic relationship 26%; relationship with students 8%; teacher action 43%; materials, resources and financing 15% and the relationship with the educational system 8%. The results obtained point to the continuing education of teachers as an alternative to overcome the pedagogical difficulties in relation to teaching by investigation.