A experimentação e os desafios dos professores da educação básica

Abstract

We performed a qualitative study on the experimentation as a strategy for teaching science and the difficulties that teachers have to plan and execute their classes. Given the importance of teachers as mediators in the teaching-learning process, it is fundamental that the choice of experimentation, as a teaching methodology, favors the approximation between the scientific knowledge and the prior knowledge of the students. We obtained our data set by applying a questionnaire to eight science teachers from the state education network of Minas Gerais, in the city of Uberlândia. The results obtained evidenced the importance of experimentation, associated to theoretical teaching, as a teaching strategy in the process of learning construction. However, through the analysis of the data, it was possible to observe that practical classes are rarely used due to the difficulties mentioned by the teachers, such as the absence of a science laboratory, the scarcity of materials and the high number of students per class. Considering these and other challenges, it is necessary to mobilize the public power and the school body in order to provide teachers and students with a more efficient and quality teaching.