Integração entre teoria e prática no ensino de ciências naturais: estratégias pedagógicas em turmas do 6º ano do ensino fundamental sem utilização de laboratório

Abstract

The integration between theory and practice in Natural Sciences teaching is essential to promote more meaningful learning and to connect scientific content to students’ reality. According to Freire (1996), the teaching process should enable the construction of knowledge based on students’ lived experiences. However, many public schools face structural limitations, especially due to the absence of science laboratories. In this context, this study aims to investigate how Natural Sciences teachers of the 6th grade of Elementary School integrate theory and practice into the teaching process in public schools without laboratories, identifying the strategies used and the challenges faced. The study was based on discussions about the importance of experimentation, content contextualization, and the relationship between theory and practice in science teaching. Bizzo (2000) highlights the connection between scientific knowledge and students’ experiences, while Krasilchik (2012) emphasizes the contribution of practical activities to learning. The research adopted a qualitative approach and was characterized as field research conducted in a public school in the municipality of Valença do Piauí. Data collection was carried out through non-participant classroom observations of two teachers and the application of questionnaires. The results showed that the teachers use dialogued classes, everyday-life examples, and simple practical activities to bring scientific content closer to students’ reality. Difficulties related to the lack of materials and structural limitations were also identified. It is concluded that, even without a laboratory, it is possible to develop strategies that promote the integration between theory and practice, contributing to students’ learning.