O ensino de ciências no currículo de cursos normais: articulações entre a educação integral e ciência, tecnologia e sociedade

Abstract

This dissertation investigates Science Teaching in the Normal Courses curriculum of educational institutions linked to the 17th Regional Education Coordination of the State of Rio Grande do Sul, Brazil. The study is conducted with an emphasis on Science Teaching, from the perspective of Integral Education and its relationships with Science, Technology and Society. Normal Courses have a secondary level of education, and, although the Law of Guidelines and Bases of Brazilian Education (Law 9,394/96) requires minimum training for teaching at a higher level, it admits that the initial training of teachers for education in kindergarten and early years occurs in the Normal Course. Integral Education is a concept of education that seeks to go beyond the simple transmission of academic knowledge. It aims at human development in its various dimensions and the integration of the school with the community, providing significant training for the integral development of the individual. In this context, Science Teaching plays a fundamental role, contributing to the development of students in cognitive, social, emotional and cultural aspects, while preparing them to face the challenges of the modern world in an increasingly complex and complex society. technological. The research problem arises from the question about whether normal courses enable teachers to work in the initial years and about the training they offer in teaching Science: How does teaching Science in the Normal Course contribute to a proposal for Integral Education? Thus, the research has the general objective of analyzing Science Teaching in the Normal Course curriculum and its relations to the initial training of teachers from the perspective of Integral Education. To achieve these objectives, the methodology used involved bibliographic and documentary research, exploring legal documents guiding basic education, especially the Normal Course. The research reveals that Science Teaching presents possibilities to contribute to Integral Education through integration with Education, Science, Technology and Society. This convergence highlights the intrinsic importance of Science Teaching in promoting comprehensive training for students, capable of developing them in all human dimensions, be they cognitive, social, emotional or cultural.