A inter-relação do ensino de Ciências e de Educação Física na escola do campo por meio de diferentes estratégias didáticas

Abstract

This research is part of the Professional Master's Program in Education for Science and Mathematics at the Federal Institute of Goiás, and was developed in a school in and in the field, in the face of the researcher's teaching experience in this space. Refers to a proposal for work in the school located in the rural area; a school in the countryside serves the socio-environmental, cultural and economic singularities of children, young people and adults living in this space. The general objective was to investigate whether there is evidence of the interrelationship between the teaching of Science and Physical Education at the rural school; the latter, which, in turn, unfolds in the following specific objectives: to identify the voices of teachers in rural schools about the interrelationship of Science and Physical Education teaching in the final years of Elementary School; and to develop an educational product with a view to interrelating Science and Physical Education teaching, through different didactic strategies. In view of the concerns, some questions were raised: what is the evidence of the interrelationship between the teaching of Science and Physical Education in rural schools? What are the voices of teachers in rural schools about the interrelationship between science and physical education teaching in the final years of elementary school? How to organize a teaching and learning process, in order to interrelate Science and Physical Education teaching through different didactic strategies? The object of study of this research, therefore, consists of the interrelationship between the teaching of Sciences and Physical Education in the rural school. In the present research of approach qualitative, the narrative interview with two teachers who teach the disciplines of Science and Physical Education was used as data collection procedures, and, subsequently, the educational product was organized, which consisted of the development of didactic sequences with 19 strategies didactics that were applied in elementary school classes - Final Years. The teachers' narratives indicate that, despite the absence of public policies that, consequently, make the work of teachers unfeasible due to the lack of infrastructure, mainly technological resources, which compromise the proposed objectives. Among the challenges, it should also be noted that, the classes were held synchronously and asynchronously, considering the scenario of the Covid-19 pandemic, it was noticeable that the students had difficulty accessing the internet and punctuality to follow the classes, therefore, teachers sought to develop practices that favor teaching and learning in an interdisciplinary perspective.