Ensino por investigação no conteúdo curricular programado: como esta articulação acontece?

Abstract

The present work is an experience report based on Teaching of Sciences by Investigation (EnCI) and its articulation to the curricular content. It aimed to understand how a science teacher can insert investigative activities into the curricular content programmed in the year. Three experiences carried out in an eighth grade class during the second half of 2019 are reported, namely: Activity – I Tangerine, Activity II – Ventricle and Activity III – Electronic Cigarette. As a result, the activities assumed different configurations related to their nature, space and contents, as well as related to the teacher's intervention and the student's autonomy. Activity I generated opportunities to introduce the concepts and processes that would be initiated in the module of subsequent classes, in addition to building correlations with other areas of study, such as ecology and plant physiology. Activity II, in turn, generated opportunities for some knowledge already discussed to be mobilized and gave visibility to points that had not been clear to the students, fostering the critical and strategic mobilization of knowledge. Finally, Activity III showed that the diversified experience of investigative activities allowed students to have greater autonomy throughout the investigation stages, seeking data, negotiating the ideas under discussion and making decisions about the topic. It is concluded that the three indicated activities do not follow the investigative canon, but introduce investigative elements that help to create an investigative logic that guides “doing science” in the classroom.