Tensões na prática pedagógica de professores de ciências dos anos finais do ensino fundamental

Abstract

The difficulties faced by Science teachers in the final years of Elementary School reflect challenges in both school contexts and initial training, which is often insufficient. Factors intrinsic and extrinsic to the teaching profession contribute to limited success in teaching Physics and Chemistry. This study aimed to characterize the tensions experienced by Science teachers in their pedagogical practices, focusing on the teaching of Physics and Chemistry. A qualitative approach was adopted, using the Focus Group methodology and content analysis to interpret the data. The research involved three Science teachers from a public school in the interior of Minas Gerais, Brazil. The results indicated that the teachers consider their initial training inadequate, particularly in Physics and Chemistry, highlighting significant gaps in their constructed knowledge. The lack of appropriate resources and limited time to explore theoretical and practical contents were also cited as obstacles, exacerbating the challenge of providing high-quality Science education in these subjects.