Pedagogas(os) no Ensino de Ciências: Limites e possibilidades na prática docente

Abstract

The pedagogical experiences carried out in the initial stage of schooling raise concerns related to the training and to making teachers and their connection with the processes of materialization of Science Teaching. This research sought to understand how the teaching knowledge is constituted, articulated and implied in the teaching practice through the materialization of experiences in Science Teaching, identifying and discussing aspects of university education for and in acting with Science Teaching in the early years of Elementary Education . We seek to elucidate in this research how the teaching knowledge, according to notes in Tardif (2014), are constituted and imply in practice, in order to contribute with reflections about the initial formation in Pedagogy in its relation with Science Teaching. To carry out this qualitative research (FLICK, 2013), methodological procedures of Content Analysis by Bardin (2010) were used to analyze a Pedagogical Course Project and the data constructed from interviews in the form of narratives. The analysis identified the recognition of the correlation between the methodological aspects built in the initial training and experienced in practice, however it also indicated, from the reports that articulated the training project and the practice, the emergence of weaknesses pointed out by the professionals regarding the conditions intellectuals to approach themes in the field of Natural Sciences. Therefore, this study intended to build new perspectives for propositions that can contribute to the formation of teachers for Science Teaching in the early years of Elementary School.