O ensino de ciências nos anos finais do ensino fundamental: repensando as práticas pedagógicas

Abstract

ABSTRACT Pedagogical practices must be analyzed daily by educators so that both can experience the possibility of reflection and re-signification of knowledge and actions established in the educational itinerary. In today's world, it is necessary for teachers to develop consecutive work practices that articulate the systematized curricular knowledge, considering the historical dimension of the individual. It is evident that teacher training is a fundamental factor for the social, emocional, and cognitive development of students, and the knowledge production process also involves reflections made during the training process. This article aims to investigate the difficulties and challenges faced by Science teachers with a background in Biological Sciences in working with chemical and physical concepts integrated into the curriculum of the final years of Elementary School. It also emphasizes methodologies and educational practices that contribute to the teaching of science in the final years. The problem addressed is: What pedagogical practices are embedded in the teaching-learning process in the final years? This study revealed that pedagogical practices, as well as the teaching of science itself, pose significant challenges. Thus, to support the discussions in this paper, we highlight the contributions of Foreman (2017), Ward (2010), and BNCC (2017). In general, it emphasizes 5 the relevance of theoretical methodological practices in the teaching-learning process, as they are one of the primary factors in meaningful learning. Keywords: Science Teaching; Challenges; Pedagogical Practices.