O ensino de ciências para os anos iniciais nas atas do ENPEC: uma análise da produção em conteúdo-método

Abstract

This article is a literature review of „state of knowledge‟ in which 18 published papers in the proceedings of the “Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC)” between 1997 and 2013 were analyzed. These papers were previously classified (SLONGO; LORENZETTI; GARVÃO, 2015) as related to the Contents-Method thematic focus. Through the Content Analysis Method proposed by Bardin (2009), the study identified the following data: distribution of the papers over time, geographic and institutional origins, research subjects, the aims of the investigations, contents, methodologies and proposed activities, and predominant theoretical framework. The data indicate that the researches are concentrated in the Southeast Region of Brazil, with expressive dispersion of the studies among different higher education institutions; the predominant subjects are students of the early years of the school; the studies were aimed at disclose strategies of Sciences Learning, and there is a appreciation of dialogic and practical activities as a attempt to make more effective teaching-learning process in these methodological propositions. Concerning contents, there is a prevalence of the environment issues. As a rule, the studies were subsidized by authors who advocate a progressive education and committed to civic education. Accordingly, they encourage innovative proposals in school science education