Práticas docentes nos anos iniciais do Ensino Fundamental e o curso de pedagogia: o ensino de conceitos científicos

Abstract

This study aims to understand the similarities and differences between the foundations for teaching in Pedagogy course and the conceptions and practices of teachers in the first years of elementary school (FYES) in the public schools, related to scientific concepts teaching in this educational segment. It was a qualitative research involving teachers of two classes in a public school and in Higher Education Institution (HEI) in Minas Gerais, Brazil. We began with anon participant observation using a diary and afterwards interviews and semistructured interviews with the HEI teachers in Pedagogy course. The analysis were carried out by a triangulation and they were based on the social and historical theory principles. In this perspective, the training curriculum is an element to build the teachers‖ autonomy aimed to development the individuals and the society which they live in. Interdisciplinarity is a possibility to build a teaching focused on overcoming the banking model still present in the educational space. The results indicated that the way of teaching scientific concepts in the schools reveals professional knowledge, conceptions on the world, the society and the development. We observed concepts and disciplinary and interdisciplinary practices in the school context and in the HEI. Among interdisciplinary proposals, we highlight the knowledge complementarity and deepening the themes as facilitators of meaningful learning, Concerning to the importance attributed to knowledge of scientific areas, we observed an emphasis in teaching Portuguese Language and Mathematics in one of the schools and a work that aims to integrate knowledge from generators in the other one. Among the HEI professors, most of them agreed that interdisciplinary practice is motivating for learning and should be encouraged as a curricular proposal for FYES, however, they declared that Pedagogy course contributes little to this materialization. Regarding the training process carried out in the course of Pedagogy in the HEI, we noted different positions on the disciplinary and/or interdisciplinary conceptions. Most of the interviewed HEI professors declared that the specific teaching of scientific concepts are ensured by the curriculum, but they have significant critics on this aspect, mainly concerning to the relationship between time and space of each curriculum component in Pedagogy course.