Ensino de Ciências por investigação e produção de textos: um diálogo possível para a construção da autonomia de alunos das séries iniciais

Abstract

Do Science classes with investigative purpose develop the autonomy as a motivational element in primary students when text production is used? This is the inquiry that guides this work. In order to answer it, a survey was conducted in an elementary school, in the city of Belo Horizonte, with afternoon session students, enrolled in 1st and 2nd learning cycles, and who are 9-10 years old. It was proposed to develop a sequence of educational activities about water cycle, in which the construction and observation of a terrarium were used as an investigative tool, under the questioning and critical childrens eyes glaze. The theoretical framework of the study, prompts reflection on the teaching strategies of Science under the perspective of investigation and use of the terrarium: the External Motivation as a path to students autonomy and writing in Science learning. The methodology, which uses action research as a process conductor, presents ethical questions in relation to the research: students profile, the assignment and the construction of data. The sequence of educational activities as a product is analyzed and interpreted in the light of Self-determination theory. The chapter that deals with childrens autonomy in poems production uses the perspective of teaching through investigation: the relation between autonomy and the Self-determination theory, specifically concerning the External Motivation: the production of poems as a gradual process, which leads to autonomy and the relation among External Motivation, poems, and autonomy. Final remarks consider the path which has been covered and the possibility of other ways regarding the theme approached in this work.