PRÁTICAS EDUCATIVAS NO ENSINO DE CIÊNCIAS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL I

Abstract

Education has experienced great challenges and transformations that directly reflect in schools and, especially in science teaching, in the early years of elementary school, when it is necessary to overcome the limits and accept the challenges. The proposal, presented here, started from a qualitative research that sought to analyze the practices adopted by the teachers of science teaching in the early years of Elementary School I, aiming to understand how the teachers perceive the importance of practical activities; knowing what activities they use in their daily lives; understand the reasons for the use or not of practices in science classes. For this, a questionnaire was applied to six teachers at the Escola Municipal Francisco Lopes Sobrinho who reported having difficulties in the use of practical activities and who rarely uses them. For the theoretical-scientific basis, we seek support from scholars who consider that the school should prepare for a “scientific literacy”, necessary to think about an education that provides skills to students, enabling the construction of critical and effective knowledge to them, in addition to guiding documents of education. The results obtained in the research suggest the need for teacher training so that it can bring students efficient literacy; support to the teacher in the planning and execution of activities, and preparation of materials that structure and enable educational practices. KEY WORDS: Science Teaching. Practical Activities. Elementary School I.