Formação continuada de professores dos anos iniciais do ensino fundamental: uma proposta pautada em sequências de ensino por investigação

Abstract

This work has the objective of analyzing how a didactic sequence, elaborated for a continuing teacher training course, can contribute to learning about the didactic approach of teaching through research, through the Sequence of Investigative Teaching (SEI). We aim to work on the training needs of science teachers through a case study from a qualitative perspective, developed with six teachers from the initial years of elementary school in Cezarina/GO. The SEI was chosen in an attempt to demonstrate to the teachers a constructivist didactic approach that would allow an opportunity to reflect and change their pedagogical practice, contemplating the teacher as mediator and students as protagonists of their learning. Films, audios, observations and reports were analyzed using Carvalho (2009) and Carvalho and Gil-Pérez (2011) as the main reference. The educational product from this research was a didactic sequence elaborated for an 80-hour extension course for teachers from the first years of elementary education entitled: "The use of sequence of investigative teaching in science teaching for the initial years of elementary education", with the purpose of working the training needs of science teachers and improving their pedagogical practice. The results demonstrated that the didactic sequence proposed in the course was able to motivate the teachers, to reflect on the pedagogical practice in science teaching, to understand the didactic approach of the SEI and to develop and apply an SEI in the classroom with its students. Although the SEI application experience has been successful and the teachers agree on the need to teach science from the earliest years of elementary education to guarantee students' right of access to scientific knowledge, they feel pressured by the responsibility to children, therefore, privileges literacy content. The difficulties pointed out by them for the use of SEI are related to the lack of time to plan and research and also the insecurity in the application of the activity, since they are accustomed to traditional activities.