Planejamento da ação pedagógica para o ensino de Ciências Naturais: concepções, condições e princípios da escolha

Abstract

The teaching methodologies used by the teachers are part of their didactic-pedagogical planning, which indicate a framework of possibilities used by the teacher in the classroom, in order to facilitate the teaching and learning process of the students, in order to reach the objectives educational goals. However, for this to happen, it is indispensable that the school offers minimally the didactic resources necessary to consolidate the proposed planning. Based on these assumptions, the present work aims to identify and analyze the professional profile of the Natural Sciences teacher in the final years of elementary school in the city of Cruz das Almas-BA, as well as to investigate their perceptions, concerns and difficulties encountered in relation to Pedagogical planning, focusing on the availability of didactic resources in the schools where they work. The research was qualitative/quantitative, with the observation of the school space as a subsidy in the investigative process in question. The methodological procedure used was descriptive and exploratory studies based on researches in the literature, observation of the school space and application of a semi structured questionnaire to the teachers from the 6th to the 9th year of Elementary Education who teach Natural Sciences as a tool and methods of collecting data. The collected data were analyzed, following the guidelines of the reference authors in content analysis. In this context, the results obtained in this study point to the fact that most of the teachers surveyed feel difficulties for the elaboration and execution of feasible planning, since the most pointed causes are the deficiencies found in the infrastructure of the schools and the lack of financial resources available for the purchase of teaching materials, among other artifacts of the school infrastructure in which they work. We emphasize in this context that the teaching of science requires the use of specific and diversified didactic resources to reach the goals proposed in the planning, but for this to happen the teacher must be prepared, in addition to being skilled and have the creativity to explore the resources that are available at your working locus.