Formação continuada e ensino de ciências naturais: um olhar sobre a educação do campo no município de Getúlio Vargas - RS

Abstract

Teaching professionalization is an opportunity for us to meet the educational needs that permeate school contexts. Paying attention to this movement corroborates the presence of the specificities present in schools, especially urban ones, as is the case of Rural Education, since these subjects dynamically understand everyday life. In this principle, the research aimed to structure a proposal for continuing education focused on the area of Natural Sciences, considering interdisciplinarity and the conceptions of this particularity as the main axis. We use the qualitative methodology, supported by action research as an investigative method. In this stage, first, we characterize the study unit, the municipality of Getúlio Vargas - RS. Subsequently, we elected as subjects of the research, 4 teachers in the field of Natural Sciences from the final years of elementary school in this network, collecting data on the dynamics of the schools where they work, their formative profile, perceptions about continuing education, the relationship between this field with Rural Education and interdisciplinarity. Afterwards, we transcribed the data, preserving the identity of the participants by assigning the P code to each one, performing the analysis using the method of Bardim (2011). The investigation, revealed qualified participants, but, sympathetic to a conception of segmented continuing education, supported by the mastery of the trainer. Something similar occurs with the view about Science, where there is a need to rescue the conceptual bases that materialize it socially. In a related way, peasant questions are inserted, which should be highlighted in the school environment. For this reason, the interviewees are eager to expand their knowledge about this movement, as well as new strategies to relate it interdisciplinarily to Science in schools. This led us to structure our training product on 4 occasions, based methodologically on the generating theme and on the approach of the pedagogical moments of Delizoicov, Angotti and Pernambuco (2002). From this, the first occasion, places Science and its historical impacts on the formation of citizens. The second corroborates the construction of the student's view of Natural Sciences. The third explores the educational process based on the social transition of sustainable bias. The fourth, highlights the importance of active methodologies in this area and the relationship with the contexts of living through the agroecological garden in school spaces. We conclude, emphasizing punctualities related to the encouragement of teachers to reflectively analyze their pedagogical praxis, the valuation and the commitment of the network to see the diversity present in the social, cultural and scientific materialization of society.