Planejamento da prática pedagógica inovadora no ensino de Ciências Naturais: uma análise contrastiva em duas turmas do Ensino Fundamental

Abstract

The planning of teaching practice is an intentional action that involves the definition of teaching objectives and the adoption of procedures that search for the balance between means and ends, as well as resources and strategies that facilitate the development of students' learning skills. Regarding the planning of the teaching of Natural Sciences at the Elementary level it is not different, however, it’s also necessary to value the creativity and innovation of the didactic processes, in order to reach new perspectives of teaching and learning in the current school. This study aimed to contrast the conceptions and strategies used for the planning of the innovative pedagogical action of the teaching of Natural Sciences in two schools in the city of Cruz das Almas - BA. To make it possible the investigation, it was necessary a dialogue with the theoretical reference such as: Bizzo (1998), Carvalho (2006, 2011, 2013), Coutinho (2003, 2005), Freire (1959, 1987), Gandin (1983, 2008), Vasconcellos (2010) and others. The study assumes a qualitative, exploratory approach and, for this purpose, a semi-structured interview and application of the Free Word Association Technique (FWAT) were used together with two teachers who teach the discipline of Natural Sciences in the final years of Elementary School, one located in the rural area and another in the urban area in the city of Cruz das Almas - BA. The data collected were categorized and interpreted according to Bardin (2011), through Content Analysis under a contrastive view. The results of the research indicate that one of the participants has a simplistic conception regarding the planning of innovative pedagogical action, while the second presents arguments closer to a planning with these characteristics. Through the reports, the participants placed the importance of the theme and demonstrated to invest in innovative pedagogical practices, even having a superficial conception regarding to the issue. Therefore, the research evidenced that the participants have the support of theschool management and the pedagogical team, in addition to the students, to develop innovative pedagogical actions, but there are difficulties such as access to resources and work overload. Finally, even in the face of the superficiality of the innovative actions they perform, considering the daily difficulties, there is a desire of the participants to change and improve their teaching practices, which demands a disposal to continue learning about the sense of planning the process of teaching-learning in Natural Sciences.