Contribuições do ensino na perspectiva investigativa para a construção de uma escola para todos

Abstract

Teaching in investigative perspective favors an education for all? What are the barriers to be broken so that the education in investigative perspective may be part of the classroom routine? We assume that the proposed teaching and learning that is built with the active participation of students, taking into account their experiences and questions, it becomes more meaningful and therefore more effective, enabling the creation of a school effectively for all . The work is a qualitative research, which is configured as an action plan, through the implementation of a teaching sequence on the Water Cycle in investigative perspective, experienced in a class of third-year students of elementary school of a school public of the city of Belo Horizonte. We use the terrarium as an object of study. We believe that all students, regardless of whether or not a disability, have the right to learn strategies to reason scientifically, describing what they observe, raising questions, proposing hypotheses to explain them, using their world of knowledge and establishing relationships between explanations and evidence. We understand that no matter where each one will come, but the experienced processes and the discovery of potential in this walk, which oportunize everyone to develop.