O ensino de cerrado na prática docente de professores de Ciências

Abstract

In this research we intended to investigate the teaching of ‘Savannah’ with teachers of the elementary public schools of Araguari/MG. For that, we used the presuppositions of the qualitative research, in the modality of the located phenomenon which roots are in Phenomenology. We studied de discourses of four teachers of Sciences for elements that would allow us to understand the phenomenon. In our research we intended to know the teachers' practice, investigating their discourses and dismissing the direct observation. The discourses allowed us to reach the meaning of the practices rather than the pure practice itself. In that sense, we evaluated that the phenomenological research was adequate for the subject that we intended to investigate. The interviews supplied a vast material from where the Meaning Units elected as significant in the teachers' descriptions were extracted during the Ideographical analysis. In this stage we tried to capture the phenomenon in each teacheris díscourse and the Nomothetic analysis - starting from the individual to the general allowed us to group the convergences and divergences of the aspects approached in the descriptions. Those procedures led us to the general structure of the phenomenon, establishing six categories and their subdivisions, that are: Mcthodology which includes: used strategies, the students' participation, the students' previous knowledge; Information sources that gather: paradidactic text books, Internet; Means that include: the students' interest and the existence of a planning; Difficulties that include: initial formation, lack of resources, lack of time, interdisciplinarity; Formation that deals with the self-formation and continuous formation; Emphasis of the teaching that embodies: emphasis on the transmission of the knowledge or emphasis on the Environmental Education and also the importance of teaching about the ‘Savannah’. The results showed an agreement among the data. Although the teachers' discourse is updated with the new tendencies for the teaching of Sciences and the subject ‘Savannah’ is developed despite the their difficulties.