Portuguese Language Teaching and Nature Sciences in the Early Years: a case study of teachers' teaching practice

Authors

DOI:

https://doi.org/10.33448/rsd-v9i10.8902

Keywords:

Literacy; Scientific literacy; Portuguese language.

Abstract

This text presents the results of a research carried out in the Strictu Sensu Postgraduate Program, whose objective was to analyze the teaching practices of two teachers in the early years of Elementary School (PE) when they teach Portuguese Language and Science, seeking to detect whether there is or non-convergences in approaches to content and methodologies for science education with progressive characteristics of literacy from the perspective of literacy. With a qualitative approach, the research deals with a case study, in which the teaching practice of teachers was observed, using the field diary and video recording as a recording instrument. The results of the research indicate that although the teachers consider the students' socio-cultural environment, and mobilize several didactic strategies in the classroom, they develop a practice anchored in the principles of the traditional trend. In addition, the research signals that the teaching of Natural Sciences has not been valued in the same way as that of the Portuguese Language and suggests that an expansion of the concept of literacy that encompasses Science Teaching and resignifies itself with the notions of scientific literacy since the children's literacy.

References

Bakhtin, M. M. A (1997). Estética da criação verbal. São Paulo: Martins Fontes.

Bogdan, r. Biklen, S. (1994). Investigação qualitativa em educação: uma introdução à teoria e aos métodos. Portugal: Porto Editora.

BRASIL. (1997). SECRETARIA DE EDUCAÇÃO FUNDAMENTAL Parâmetros curriculares nacionais: Ciências Naturais, 4. Brasília: MEC/SEF.

Carvalho, a. p.; Gil-Pérez, d. (2011). Formação de professores de ciências. (10ª Ed). São Paulo: Cortez.

Delizoicov, D.; Angotti, j. a. (2011). Metodologia do Ensino de Ciências. São Paulo: Cortez.

Freire, P. Pedagogia do oprimido. (2005). 42ª ed. São Paulo: Paz e Terra.

Dos Santos, W. L. (2008).Educação científica humanística em uma perspectiva freireana: resgatando a função do ensino de CTS. Alexandria: revista de educação em ciência e tecnologia, 1(1), pp. 109-131,

Galieta Nascimento, Tatiana; Von linsingen, Irlan. (2006). Articulações entre o enfoque CTS e a pedagogia de Paulo Freire como base para o ensino de ciências. Convergência, 13(42), pp 95-116, 2006.

Libâneo, J. C. (1994). Didática. São Paulo: Cortez.

Lüdke, Menga e André, Marli Eliza (2013). Pesquisa em Educação: Abordagens Qualitativas. (2° ed)., Rio de Janeiro: E.P.U, 2013.

Paniago, J. N. (2015). Diário de Campo e arquivo de imagens. Pesquisa de mestrado em Educação (arquivos de 2014 e 2015). PPGE/UFG/Jataí – Goiás.

Paniago, N. Rosenilde. (2017). Os professores, seu saber e o seu fazer: elementos para uma reflexão sobre a prática docente. Paraná: editora Appris.

Paniago, R.; Oliveira, M.; Paniago, J. (2014). Projetos de Ensino e Pesquisa: Práticas vivenciadas em uma escola no/do campo. Revista Reflexão e Ação, Santa Cruz do Sul, 22(2), pp. 170-194. Disponível em:

<http://online.unisc.br/seer/index.php/reflex/index>. Acesso em: 20 dez. 2014.

Ryymin, E, et. al.,. Leading research and development for educational innovations. Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 13, n.1. p. 324-336, 2018.

Rogers, C.R.(1985). Liberdade de aprender em nossa década. Porto Alegre: Artes Médicas.

Sedano, Luciana; Carvalho, Ana. P. (2017). Ensino de Ciências por investigação: oportunidades de interação social e sua importância para a construção da autonomia moral. Alexandria: Revista Ed. Científica e Tec. Florianópolis, 10(1).

Soares, M. (2008). Alfabetização e Letramento. São Paulo: Contexto.

Zauith, Gabriela; Hayashi, Maria Cristina Piumbato Innocentini. (2013). A influência de Paulo Freire no ensino de ciências e na educação CTS: uma análise bibliométrica. Revista HISTEDBR On-line, v. 13, n. 49, p. 267-293.

Downloads

Published

21/10/2020

How to Cite

PANIAGO, J. N. .; AUGUSTO TOTI, F.; NOGUEIRA PANIAGO, R. . Portuguese Language Teaching and Nature Sciences in the Early Years: a case study of teachers’ teaching practice. Research, Society and Development, [S. l.], v. 9, n. 10, p. e8529108902, 2020. DOI: 10.33448/rsd-v9i10.8902. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/8902. Acesso em: 19 nov. 2024.

Issue

Vol. 9 No. 10

Section

Education Sciences

License

Copyright (c) 2020 JJosenilde Nogueira Paniago; Frederico Augusto Toti; Rosenilde Nogueira Paniago

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.