A abordagem de conceitos químicos no ensino fundamental II: concepções e práticas de um grupo de professore

Abstract

The present work proposes to investigate how the teaching of Chemistry is being developed, from the 6th to the 9th year of Elementary School, from the perspective of a group of Science teachers from some municipal schools in the city of Vitória da Conquista, Bahia. For this, we used as a data collection resource a questionnaire aiming to analyze the professional profile and the possible challenges for the performance of these teachers who teach the curricular component of Science, mainly with regard to the approach of Chemical concepts in this school stage. Data were analyzed and interpreted according to the Content Analysis framework. As for the subjects undergraduate course, we found a predominance of training in Biology; we found divergences between the conceptions about science teaching and the guidelines present in curricular documents (BCC, LDB), reinforcing the fragmented and disciplinary approach, in which Biology contents occupy practically the entire Science curriculum; we also observed difficulties in approaching contents of Chemistry and Physics, in addition to limited pedagogical training to work in the curricular component, especially when it comes to approaching contents in an interdisciplinary way. It was also found that all teachers participating in our research use diversified methodological resources in their classes, revealing a contemporary view of teaching and learning. However, we understand that for an action more allied with the objectives of the discipline of Sciences, enabling a teaching that contemplates the contents of Chemistry, Physics and Biology in an articulated way, it is necessary to discuss and promote actions that help teachers to overcome these difficulties, limitations in science teaching