Abordagem de casos investigativos como uma perspectiva do ensino de Ciências no contexto da escola do campo de uma zona rural do Estado do Piauí

Abstract

When we think about the way Brazilian formal education has been carried out in the area of Basic Education, we realize that understanding the processes and mechanisms involved in this sector is a challenge that forces us to look at complex variables that often require maximum attention to their details and compositions. This issue seems to gain even more dramatic proportions when we delimit our analysis to formal education in rural areas. It is notorious that over the years, the development of new approaches that could be inserted in pedagogical practices and aimed at optimizing teaching work has been sought. This search for didactic resources that enable both the improvement of teaching-learning strategies, as well as the formation of autonomous, critical and reflective students to work in society seems to suffer more and more from political, economic and often ideological. In this sense, investigative activities within the context of the field schools emerge as an approach that enables the development of students' autonomy, since they request their decision-making in the face of problems. This study proposes research into the effectiveness of the use of this method in the context of rural having as education to analyze how the approach of teaching Investigative Cases, inserted in an Investigative Teaching Sequence, can allow the problematization of local knowledge related to a rural school. As a methodological path for the development of the Investigative Activity design Research was adopted also termed as development research. Research in design research in the educational context, aims to produce solutions based on complex problems in educational practice. For the construction of the teaching material, we follow the following steps: I) survey on recurrent themes in the rural community, in order to collect possible problematizing themes;II) production of the investigative case based on the themes collected; III) restructuring of the Investigative Teaching Sequence; IV) case validation with specialists in the field; V) validation of SEI with specialist in Investigative Activities; VI) Reformulation of didactic material. The results constructed were evaluated using the Content Analysis technique. The results constructed were evaluated using the Content Analysis technique. In the discussion of the results from the evaluations presented in the first prototyping cycle we come to the conclusion that textual production "The use of pesticides in crop plantations" it's an investigative case and tha the SEI has an investigative content with characteristics that allows an investigative approach, the discussions of the classes were organized into categories which were treated and compared according to the criteria established in each group. This form, it was observed that when presenting the problem of investigation through an Investigative Case can be an important tool for the performance of cognitive skills in students, as well as realizing the investigative character of the activity, in order to make students have a more active participation in the teaching and learning process.