Atividades investigativas no ensino de ciências como uma perspectiva de enculturação científica para os anos iniciais da educação básica

Abstract

In Science Teaching, there are more studies every day proposing alternatives to build pedagogical approaches capable of stimulating students' autonomy and criticality in the face of society's problems, showing that Science is made up of everyday demands that need to be studied based on knowledge scientific. In this circumstance, this research aimed to characterize which aspects of the investigative approach promote the process of Scientific Enculturation in the context of the classroom in the initial years of Basic Education. In search of a resource that could contribute to the objective of this study, the Investigative Teaching Sequence (SEI) was used with the purpose of encouraging students to solve problems in their daily lives. To construct this material, Anna Maria Pessoa de Carvalho's ideas on Investigative Activities were considered, following the following steps: i) proposition of the problem, also known as formulation of a hypothesis; ii) resolution of the problem, which is constituted through contact with experimentation; iii) systematization/theorization; iv) writing/drawing, which marks the “conclusion” of the knowledge that was constituted. The results were collected through the application of the Investigative Teaching Sequence in a 5th year elementary school class in the municipal network of Cícero Dantas-BA with the participation of 10 students. The Teaching Sequence went through the expert validation process, by three researchers on the topic of investigative activity, in which the relevance of the material was analyzed through the investigative content, which, depending on the teacher's mediation process, achieves in the student a degree of considerable intellectual freedom in Carvalho’s study. Thus, as a result, it was noticed that when working with this type of resource, the teacher allows the student to experience and strengthen problem solving in real situations, which are presented in stages. In which the construction of knowledge is constituted in a progressive and integrated manner between everyday knowledge and scientific knowledge. In this way, it is understood that this process enables the construction of future critical and reflective citizens to act on social demands.