Inovações pedagógicas em contextos de ensino de Ciências naturais no ensino fundamental

Abstract

In this thesis, we investigated the know - how of a science teacher on her daily journey towards educational renewal. The overall objective was to describe and analyze how a science teacher interacts with teaching approaches and strategies considered innovations, as described in the National Curriculum Parameters of Natural Sciences (PCN-CN) of elementary school. The data production followed qualitative research guidelines of the non-participant observation type. Systematic classroom observation and analysis of a teaching sequence on Changes of Matter Physical State in a class of 9th grade of a public school in elementary school, with audio and field notebook records allowed the identification and analysis of interactions, appropriations and use of effectively developed strategies. Using questionnaires and semi-structured interviews, we characterized the teacher and identified concepts related to teaching and learning in natural sciences. Assuming a hypothesis the fact that the science teacher, in the context of curriculum reorganization, appropriates guidelines which she identifies with adapting them, articulating them and incorporating them into progressive and reflexively to its know - how, we support our discussions in studies of Educational Innovations and Lecturers Knowledge. We found that the teacher, on her activity in the classroom, appropriated of some official curriculum guidelines, starting to develop educational activities (construction and of a variety of learning activities) that can be considered innovations on the practice in course. The innovative actions have been redirecting the transmit focus of formal education, towards a new and interactive kind of teaching in agreement with the guidelines of the disciplinary field Science Education.