Formação continuada de professores: implicações às aulas experimentais no ensino de ciências naturais

Abstract

The present study is structured with the purpose of arguing aspects of the training of Natural Sciences teachers in the final years, teaching practices and the use of experiments in the classroom. They can be seen as an expansion of knowledge, simultaneously with the continued training of teachers, characterizing a new educational concept. From this perspective, it is worth expressing that the teacher is the subject capable of transforming and giving new meaning to society, through their educational practices. In view of the above, the following research problem is presented: How does continued training influence the teaching of Natural Sciences, so that it can promote the scientific training of students, using the technique of “experiments” and diverse methodologies, such as: breaking head, memory game, directly contributing to the teaching process. The content becomes more meaningful, avoiding stereotypes. The methodology adopted in the investigative process was quantitative - qualitative. For the analyses, two questionnaires were used, in situ observation, one administered before the lecture, the other after, with samples of low-cost alternative pedagogical resources, the digestive system and semi-arid flora. To achieve the objective, the training process was made up of teachers from the 6th to the 9th year of Science, morning and afternoon shifts, from the Domingos Machado School Unit in Barão de Grajaú – Ma. The results of the trajectory were significant in explaining the alignment which can be done in an interdisciplinary way, using the methodologies and resources presented, and can resolve the difficulties encountered by teachers within the scope of the practice of experimentation.