Análise das ações docentes durante uma atividade não formal visando a alfabetização científica no ensino fundamental

Abstract

From the realization of an Extension Project called Clube de Ciências, carried out with elementary school students from a public school, proposed and conducted by teachers from a Higher Education Institution, the idea to analyze the actions of these teachers within the Clube de Sciences based on a theoretical framework that brings the conception of an analysis not of what it is the teacher's duty to do, but of what the teacher is doing. The present work sought to analyze how the actions of teachers were characterized during the activities of a Science Club in elementary school, considered here as a non-formal educational environment, as well as the verbal interaction between teacher and students to conduct them. Data collection was performed by following and recording in audio, video and field notes all meetings and planning meetings over a period of six months. Subsequently, a meeting was chosen and fully transcribed for analysis using categories of Teaching Action provided by the theoretical framework, thus allowing to describe the following actions for extension teachers: arguing, drawing attention, commenting, moving, waiting, executing, explaining, organize, congratulate, ask, ask, provide, answer, supervise. As the analysis progressed, the representativeness of the action asking was perceived. This led us to deepen the analysis of this action only through the categories of questions asked by science teachers. The analysis of the questioning action demonstrated the importance of questions, such as verbal interaction between teacher and students, in conducting meetings and understanding by students, also demonstrating a prevalence of questions about data and exploratory questions about the process.