Trends in academic research on the science education in elementary school (1972-2005) / Tendencias da pesquisa academica sobre o ensino de ciencias nas series iniciais da escolarização (1972-2005)

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

Considering the incipient spread of researches on the Science education in Brazil and its recognized potential for the improvement of the school teaching, in special in elementary school, the inquiry describes and analyses the tendencies of the theories and dissertations directed to the Science education in elementary school in the period from 1972 to 2005. It searches to know what has been investigated on the Science education in this level of schooling and, in particular way, which characteristics and pedagogic tendencies of the school practices proposed and implemented by these inquiries. Through catalogues of theories of the CEDOC - Centre of Documentation in Science education of the Faculty of Education of the UNICAMP and of the bank of Theories of CAPES, 135 theories and dissertations were identified on the Science education in the first four series of the basic teaching. These were studied according to the describers: year of defense, advisor, producing institution, area of content of the school curriculum and thematic focus. In the set of works, 83 % was defended in the last ten years of the investigated period and in 48 different universities, when there is predominating the production of USP (14 %), UNESP (9 %), UFSCar (6 %) and UNICAMP (5 %). As for the area of content, there prevail the studies that treat the knowledges of Science of a generic way or without privileging any specific field (45 % of the total), and the studies grow along the years in the field of the Environmental Education (28 %) and of the Health and Sexuality (13 %), very much though we will still find works that treat specific contents of na area, in the case of Physics or Biology. For the thematic focuses, the predominance relapsed into content-method (32 %), characteristics and conceptions of the teacher (30 %), curriculums and programs (22 %) and characteristics and conceptions of the pupil (19 %). For a specific analysis there were selected 30 theories and dissertations that developed pedagogic practices in the form of experimental inquiry or inquiry-action, being described and analysed as to the method of teaching-apprenticeship, to the resources and educational materials, to the relations researcher-teacher-pupil, to the process and evaluation instruments of the apprenticeship, to the theoretical referential system and to an education model (traditional, rediscover, construction, technicalist, science technology-society - STS and cultural-partner) underlying to the pedagogic practice. In this set, the construction model was predominant (63 %) followed from the cultural-partner model (20 %) and from the rediscover model (10 %). In great most of the inquiries, it was noticed that the pedagogic practices were prepared by the academic researches themselves, applied by the teachers of the basic school and carried out by the pupils, accenting still a hierarchical and authoritarian relation between university and basic school. It was also noticed that the inquiries and practices implemented in the classrooms (in fact level) most of times it gets far away of what it was extolled in the speech (level of purpose). It is still noticed that the researchers do not find difficulties in proposing and applying a proposal of education innovation; however to provoke changes in the personal relations and in the forms of evaluation constitutes still a difficult barrier to be surpassed. There is suggested the necessity of an inquiry process and pedagogic practice that wraps researcher, teachers and pupils in a constant movement of action-reflection-action in and of the practice, so that those can propose innovations together and so that they may be constituted in relevant experiences for the improvement of the teaching and for the professional development of the teacher.

ASSUNTO(S)

ensino fundamental science education ensino de ciencias state of art divulgação da pesquisa estado da arte dissemination of research elementary school

ACESSO AO ARTIGO

Documentos Relacionados