O ensino por investigação em atividades presentes nos livros didáticos de ciências dos anos finais do ensino fundamental

Abstract

The activities proposed in the Science textbooks of the final years of elementary school constituted the object of study of this work, in order to analyze the formative contributions of the activities present in the Science textbooks of the final years of elementary school, as a path to teaching by investigation. From the collection of textbooks used in the public education system of Paraná, the statements of the proposed activities were investigated, in order to verify which of them are close to the boundaries of teaching by investigation. As methodological procedures, discursive textual analysis was used, used in qualitative research from Moraes (2003), to deepen the understanding of the information collected, which were theoretically based by the authors: Carvalho (2013); Sasseron (2013); Zompero and Laburú (2016). From these analyses, it was possible to observe that, in the four volumes of textbooks, there are few activities that are close to teaching by investigation, thus limiting the expansion of school research and the development of activities by students. Many statements are directed to the content seen, leaving the student to follow only what is proposed, without openings for expansion of school research and data collection in order to obtain more specific results. The results obtained indicate the need to deepen the activities of the textbooks so that the students practice investigation methods, mainly, considering the insertion of statements for the activities in a more emphatic way. So that the activities meet the possibilities of developing both the work together of the teacher and the student, as well as the student alone.