Recriação de práticas educacionais: um sentido para a inovação no ensino de ciências nos anos iniciais

Abstract

This study aimed to clarify and analyze the innovative elements of Science teaching in the early years, proposed by academic research developed by the area and socialized at ENPEC, from 19997 to 2017. This is a qualitative bibliographic research that used It is based on the content analysis proposed by Bardin (1977), for the identification and analysis of data obtained from 54 papers classified by Garvão (2018) as belonging to the thematic focus “content and method” (MEGID NETO, 1998). Of these, 13 works constituted the sample of the present study, for explicit elements, understood in this study as being innovative to science teaching. Among the identified elements, the following stand out: the activities that stimulate the student's protagonism, the argumentation, discussion and exchange of knowledge between the students and these with the teachers. There was a predominance of practical activities and experimentation. It was concluded that, in general, not extraordinarily new proposals are created, but recreated from a new relationship between subjects and knowledge. The propositions are classified as innovative in that they assign a fundamental role to the protagonism of the students, the development of the capacity for reflection, critical analysis, argumentation and synthesis.