Uma proposta de ensino para o n��vel fundamental a partir das concep����es sobre insetos

O presente trabalho consiste em uma investiga����o acerca das concep����es de estudantes sobre o que �� um inseto. Partiu-se do pressuposto de que os alunos expressam concep����es err��neas no momento de identificar os representantes do t��xon Insecta e que isso �� consequ��ncia das experi��ncias do cotidiano e de erros conceituais oriundos da forma����o escolar incorreta. Os objetivos deste trabalho foram investigar sobre concep����es alternativas acerca dos insetos com alunos do ensino fundamental II e propor situa����es para promo����o de uma aprendizagem mais ativa. Os dados para analise foram coletados em tr��s turmas de escolas diferentes: uma escola em Nova Parnamirim, da rede privada, e duas da rede p��blica municipal de ensino: uma do munic��pio de Natal/RN e a outra do munic��pio de Parnamirim/RN. Utilizou-se como instrumento um question��rio aplicado em duas fases. Na primeira etapa foram feitas tr��s quest��es abertas e duas fechadas. Na segunda, aplicaram-se mais tr��s quest��es. Nesta oportunidade foram apresentados aos alunos uma lista com imagens de insetos e animais considerados n��o insetos. Os resultados dos question��rios mostraram que os alunos apresentaram na sua maioria, 62%, sentimentos negativos sobre os insetos, expressos por palavras depreciativas, entre elas: nojentos, feios, asquerosos, perigosos, sendo estes mais da metade dos alunos da amostra. Sentimentos positivos representaram 20%: fazem bem ao homem, Deus criou, s��o bons, s��o bonitos, e 18% apresentaram neutralidade nessas categorias. Outro resultado apresentado foi que 82% generalizaram os animais artr��podes como sendo insetos. Como forma de resolver problemas relacionados as concep����es uma unidade did��tica foi aplicada em uma das escolas envolvidas na pesquisa, validando assim um instrumento pedag��gico que incluiu atividade l��dica constitu��da de um jogo de tabuleiro proporcionador de uma viv��ncia de aprendizagem focada em conceitos cient��ficos sobre os insetos f��ceis de serem apreendidos

Propostas e discuss��es para o ensino de astronomia nos 1�� e 2�� ciclos do n��vel fundamental e na educa����o de jovens e adultos

This work aims to propose and to discuss methodologies and practical activities for Astronomy teaching in the 1st and 2nd cycles of the primary education and in the adult education. The proposals presented here were applied to students from the metropolitan region of Natal (RN), including students of the called normal education (formerly magisterial education) and of the undergraduate formation in pedagogy at the Instituto de Forma����o Superior Presidente Kennedy , and also, in particular, to teachers and students of public municipal school Escola Municipal Djalma Maranh��o at the district of Felipe Maranh��o II, also analyzing some didactic books used by these institutions. Several elements which we confronted with during this didactic-pedagogical experience were systematized, indicating principles, contents, reflections and procedures related to Astronomy teaching to students of those levels of education. Doing this we aim to make such an experience accessible to those interested in developing a similar approach involving the themes treated here as well as other ones related to Astronomy for those levels of education. The resources and practices implemented here aim to contribute to the effective realization of an interdisciplinary and contextualized education according to orientations proposed by the Par��metros Curriculares Nacionais (Brazilian National Curricular Guidelines). In order to guarantee a broad accessibility to what we propose in this work, we intend to make available in printed form and also in an Internet page the procedures, instruction materials and texts we developed

O ensino de ��ptica no n��vel fundamental: uma proposta de ensino aprendizagem contextualizada para a oitava s��rie

This dissertation presents the investigation and possible interference in the current teaching of physics, specially of optics, in the eighth grade/ ninth year / fourth cycle of junior high school. The context of the current science teaching is also presented. Besides, the following aspects are discussed: the preparation of the eighth grade teachers, their professional needs, the pedagogical practices and the theoreticmethodological difficulties faced by them. Another important issue in Science Teaching, which is also discussed in this dissertation, is the need for an efficient scientific literacy so that the citizen may express value judgment about Science and Technology issues. The data about the context were gathered from questionaires answered by the teachers. In value of this information, lesson plans were elaborated and implemented. The goal was to point out alternatives for the development of a teaching-learning evaluation which would be both pleasant for the teachers in relation to the implemented methodology, end meaningful for the students by adding elements such as: interdisciplinary approach, contextualization and preparation by competences. Furthermore it was carried out a deeper analysis of the Brazilian curriculum references (LDB, DCN, PCN, RCB) and content aspects (concepts, procedures e attitudes) to be executed by that branch of human knowledge, aiming at a really Contextualized Science Teaching, qualified and pleasant for the eighth grade level. It is also presented in this paper the profile or the Professional which teach this level at state public schools in Russas, state of Cear��, Vale do Jaguaribe Region. The efficacy of the lesson plans were also analysed by using evaluation procedures with the eighth grade students of the following schools: CAIC Senador Carlos Jereissati and EEF Manuel Matoso Filho, from which the concepts acquired during the implementation of the classes became evident in the students

Conectores adversativos na fala do natalense: uma an��lise funcionalista com implica����es para o ensino

This work analyzes the behavior of the adversative connectors in the speech of the user of Natal, with views to suggest implications for the grammar teaching in the high school Portuguese languages classes. It is an investigation that sits on the functionalist paradigm, specifically in the protected ideas for Giv��n. For so much, data of situations of speech from the corpus Discurso e gram��tica lingual falada e escrita da cidade do Natal (FURTADO DA CUNHA, 1998). The sample embraces a total of forty interviews, of which the occurrences are cut out whose registrations mark the existence of adversatives constructions in narratives of personal experience and in the opinion reports, modality of oral language, of the mentioned database. The work revisits authors of the grammar, Cunha (1986); Bechara (2006); Perini (2006), among others; authors that contemplate referring approaches to the use of opposition connectors as: Barreto (1999); Tavares (2003); Longhin (2003); Silva (2005); Rocha (2006); Neves (2000, 2006). The results of the panoramic analysis reveal as adversity connectors in use for the habitant of Natal, for recurrence order, the mas, e, a��, agora, s�� que, no entanto and j��. Analyzed the results, the same ones are compared with the treatment presented by the traditional grammar, with application of functional iconicity principle, markdness principle and the prototype of the category is chosen. In the differentiated analysis of the item " agora ", structural profile of the constructions is analyzed that involve the item, semantic profile, times, manners and aspects of the verbs that they wrap up in the constructions in reference, trajectory of grammaticalization and comparison with the prototype of the category. Finally, they are suggested implications of whole the study for the teaching of Portuguese language, in the high school classes

O complemento de lugar dos verbos de movimento: implica����es para o ensino de l��ngua materna

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico

Sujeitos e atores sociais nas representa����es discursivas de docentes da rede estadual de ensino em Sergipe: uma an��lise cr��tica em tempos de Ideb

According to the studies in Applied Linguistics, this thesis is based on an interdisciplinary perspective (Critical Discourse Analysis, Sociology towards Social Change, Cultural Studies and Systemic-Functional Linguistics). The overall objective of the research was to analyze the discourses of Elementary School teachers in the state of Sergipe, by means of the discursive representations of the social actors, the processes of subjectivity and their fragmented identities in the context of standardized evaluations before the requirements of globalized pedagogical practices, based on the result-based management. The critical analysis of such discourses was motivated by the rapid pace with which the demands of innovation become part of the classroom, aiming at reaching the target in what concerns the indexes of the rankings which characterize the globalized discourse of the national education management, like Ideb (Basic Education Development Index), which makes teachers change their discourses, become silent or keep resistant. The work was initially endorsed by the theoretical lines of the Critical Discourse Analysis (FAIRCLOUGH, 2001, 2006), and poses a proposal for such purpose: the ASCD Discourse Sociological and Communicative Approach (PEDROSA, 2012, 2013). This is an interpretative-qualitative study of the Critical Discourse Analysis (FAIRCLOUGH, 2001, 2003; RAMALHO ; RESENDE, 2011) and to carry it out, semi-structured interviews were used as instruments of data generation (BAUER; GASKELL, 2011; GILL, 2011). Its corpus is composed of thirteen accounts of teachers from the Elementary school who teach Portuguese and work in the fifteen schools which were chosen to be the universe of the research at the Regional Board of Education (02) in the state of Sergipe. Such narratives are related to their impressions, expectations and actions which favor the management of results to which they have to submit themselves. The analytical overview of sociological and discursive line comes from the pan-semiotic categories (Inclusion and Exclusion) which appear in the theory of Representation of Social Actors (VAN LEEUWEN, 1997, 2008). To present the processes of subjectivity of these teachers, this work is based on the socio-analytical proposal of the classification of the subjects, which stems from the individual s work in the Gest��o Relacional de Si , which comes from the Applied Sociology (towards) Social Change (BAJOIT, 2006, 2009). The discursive analyses were guided word for word, in their majority, by having the Systemic Functional Grammar as their theoretical basis, specifically by the processes of the Transitivity System postulated by Halliday, (1985); Halliday and Mathiessen, (2004); Eggins (2004); Cunha and Souza (2011). The work makes the field of Cultural Studies emerge towards the dialogue and the presentation of the fragmented identities of the teachers in the context of late modernity (GIDDENS, 2002; HALL, 2011). The thesis promoted a reflection over the teacher s condition, who is immerse in this context of knowledge construction of the present Brazilian educational system, the standardized evaluations, the indexes of development, the targets and the rankings. The considerations and outcomes of such a research dealt with the teachers emerging social practices and the need of planned initial and continuing teacher education towards the new moment which is foreseeable

O FUNDEF e o FUNDEB como pol��tica de financiamento para a valoriza����o do magist��rio: efeitos na carreira e na remunera����o dos professores da rede p��blica e estadual de ensino do RN.

Este estudio analiza los efectos de la pol��tica de financiamiento de la educaci��n b��sica, por intermedio de los Fundos contables, Fundef y Fundeb, y su proposici��n en valorar el magisterio, considerando las dimensiones de carrera y de la remuneraci��n de los profesores de la red p��blica estadal de ense��anza del estado de Rio Grande do Norte, en el per��odo entre 1996 y 2010. Para entender las condicionantes de la evaluaci��n de las pol��ticas p��blicas, se busc�� tambi��n las contribuciones de Marx (1996) segundo qui��n ���el concreto es concreto��� y que la dial��ctica del concreto se puede auxiliar en el intento de captar el fen��meno estudiado. Se utiliz�� a��n, el referencial te��rico bibliogr��fico relacionado al financiamiento de la educaci��n y a la valoraci��n del magisterio, a partir de la literatura referente a las dimensiones del objeto (fundef y Fundeb) y (carrera y remuneraci��n). En la investigaci��n documental, adem��s de las legislaciones, directrices nacionales y locales pertinentes, se utilizaron datos referentes a los recursos disponibles en la Finbra. Tesoro Nacional, SIOPE/RN, INEP/MEC, datos de resumen del folio y folio de pagamiento de Secretaria de Estado, de la Educaci��n e de la Cultura (SEEC), y 289 sueldos de 21 profesores. Se realiz�� entrevista semi estructurada con nueve profesores, referente a la carrera, adem��s de un cuestionario aplicado a 12 profesores relacionado a remuneraci��n. Se considera que en los resultados referentes a los indicadores educacionales, en el per��odo Fundef ocurri�� una reducci��n en las inscripciones de la red p��blica de ense��anza, como tambi��n en las funciones docentes, de la ense��anza base (fundamental), que corresponde a 37%. A partir de la vigencia del Fundeb (2007 ��� 2010), estos indicadores fueron puestos en ecuaci��n. En todo el per��odo entre 1996 a 2010, ocurre un aumento en las inscripciones de 119,03% y en las funciones docentes de 77,44%. Sobre los datos de financiamiento, se constat�� que, del m��nimo exigido (60%) en la aplicaci��n de recursos de los Fundos en la remuneraci��n del magisterio se aplica en el per��odo de los dos Fundos, pero el m��nimo exigido, o sea, 83,29% a 98,89% de los recursos. Los efectos de los Fundos en la carrera de los nueve profesores, considerando la promoci��n y la progresi��n, no han sido satisfactorios. En la promoci��n de los nueve de estos docentes, apenas uno evolucion�� el Nivel (titulaci��n), pero retrocedi�� en la progresi��n. En la progresi��n de los nueve profesores, ocho se hallan con la progresi��n retrasada, entre dos y cinco clases, acumulando un perjuicio que var��a de 10% a 45% en su ganancia. La diferencia de una clase a otra corresponde a 5% en la renta anual. Se observa que las ventajas pecuniarias contribuyen con la remuneraci��n con porcentaje m��s alto que la renta, disminuyendo esta diferencia en el per��odo de Fundeb. Sobre la remuneraci��n, un profesor con 24 a��os de carrera, con formaci��n (magisterio), no consigue, despu��s de a��os de profesi��n, ganar ni siquiera dos salarios m��nimos. El profesor con 30 a��os de carrera, con maestr��a, tiene una renta, en 2010, correspondiente a menos de tres salarios m��nimos, o sea, 2,82 y una remuneraci��n que equivale a poco m��s de tres salarios m��nimos, o sea, 3,66. Si comparamos la profesi��n de magisterio con otras que igual exigen formaci��n superior, la primera es, en general, de bajo nivel, causando un resultado negativo sobre la b��squeda de la profesi��n del magisterio. Por los efectos en la remuneraci��n, se concluye que hubo una mejor��a, pero a��n insuficiente, sobre todo al comparar con el Salario M��nimo Anual. Se eval��a, una vez que los fundos ��� Fundef y Fundeb ��� no fueron capaces de promover la valoraci��n del magisterio en las dimensiones de la carrera y de la remuneraci��n. Se constatan algunos resultados negativos en la pol��tica de Fundo ya que tendr��a que ver, principalmente, con la incapacidad de la referida pol��tica a valoraci��n de magisterio, siendo una de las causas, o financiamiento con restricci��n de presupuesto.

Literatura: o espa��o da cria����o e transforma����o identit��ria na sala de aula

Este trabajo pretende se��alar maneras de cambiar el concepto de que los estudiantes de una clase de noveno grado de la escuela primaria en la Escuela de Estado Dr. Jos�� Gon��alves de Medeiros, en la ciudad de Acari-RN, tienen de s�� mismos, de su entorno cultural y su capacidad de producci��n po��tica. Adem��s, las referencias a las desigualdades sociales en Brasil utilizando como eje motivador de leer la poes��a de Concei����o Evaristo relacionada con la memoria, la lucha y la apreciaci��n de ascendencia africana. Las aportaciones te��ricas sobre la situaci��n socio-interaccionismo, la poes��a, la poes��a en la escuela y la secuencia did��ctica colaboran para afirmar que el estudiante de escuela p��blica en su discurso revela influencia del entorno familiar, social y cultural, sino tambi��n el entorno educativo, as�� como los primeros signos de sentimiento nacional: una mayor��a excluida. Su poes��a haciendo tiene sus ra��ces en el entorno socio-cultural y geogr��fica, lo que denota un principio revuelta, sin embargo, con el reconocimiento de las contribuciones de las clases desfavorecidas para la construcci��n de nuestro pa��s, el estudiante tiene otras cuestiones, como el mestizo, la identificaci��n ��frica y el orgullo de su origen, la memoria y la cultura. Por lo tanto, se confirmam la relaci��n rizom��ticas entre las dos realidades. La elecci��n de la investigaci��n de intervenci��n, en la confluencia con la investigaci��n-acci��n y la investigaci��n participativa se debe al hecho de que el intercambio de experiencias en la investigaci��n cient��fica es rica y significativa. Con el uso de una secuencia did��ctica, cuyo eje sentir la poes��a, analizar textos y hacer poes��a, el estudiante es llevado a la percepci��n de las ventanas del universo contenida en este g��nero literario, que es una herramienta comunicativa que ofrece numerosas posibilidades expresi��n, conocimiento del otro y reconocer mutuamente.

Saberes e perspectivas dos docentes em torno do currículo de uma escola p��blica rural do RN

Este trabajo tiene como objetivo analizar los saberes y las perspectivas docentes en torno al curr��culum de una escuela p��blica rural de Ense��anza Fundamental del R��o Grande do Norte considerando, sobre todo, los debates sobre la Educaci��n en el Campo en Souza (2006, 2007), Arroyo, Caldart y Molina (2004) y Fernandes (2002, 2004). La propuesta surge como alternativa para la elaboraci��n de proposiciones curriculares para mejorar la calidad de la ense��anza en esas escuelas, seg��n las caracter��sticas espec��ficas de la educaci��n escolar en contexto rural, en la expectativa de que esta sea un elemento para el desarrollo local y global de las comunidades rurales. La fundamentaci��n te��rica para responder a la investigaci��n, se respalda en las consideraciones sobre los saberes docentes teniendo en cuenta las lecturas de Gauthier (1998), Tardif (2011), Pimenta (2009), Paulo Freire (1996), N��voa (2007, 2008) y las referencias sobre el curr��culum cr��tico y postcr��tico discutidas en Giroux (1997), Silva (1999), Moreira (2008), Moreira y Candau (2003, 2010), Sacrist��n (2000) e Sacrist��n e G��mez (1998). La referencia emp��rica se constituye de una escuela p��blica de una comunidad rural en el municipio de S��o Jos�� de Mipibu-RN. Los sujetos sociales de la investigaci��n son cuatro profesores(as) que trabajan en los a��os iniciales de la Ense��anza Fundamental. Se recurri�� a la investigaci��n etnogr��fica fundamentada en los estudios de L��dke y Andr�� (1986), Sand��n Esteb��n (2010) y Gil (2007), una vez que el an��lisis del cotidiano escolar, bajo el mirar etnogr��fico, a trav��s de los procedimientos de la observaci��n participante y de la entrevista semiestructurada, permite el contacto directo del investigador con el ambiente en estudio, registra el no documentado, y percibe la instituci��n escolar como espacio cultural, caracterizando varios grados de acomodaci��n, contestaci��n y resistencia inmersos en una pluralidad de lenguajes y objetivos conflictivos. Las observaciones hechas en la clase y las ense��anzas de los profesores y profesoras permiten comprender que los saberes y perspectivas docentes, a partir de las experiencias del profesorado, lanzan expectativas socioprofesionales sobre la docencia e intensifican el papel fundamental del docente en la construcci��n de los saberes, de las pr��cticas y concepciones del mundo rural, de la escuela rural y de la funci��n social de esta. Los hallazgos de la investigaci��n con los profesores sobre el contexto rural apuntan para la necesidad en problematizar verdades socialmente construidas, bajo la orientaci��n de una racionalidad que reconozca el espacio rural como productor de la existencia. A partir de los an��lisis construidos, se pudo reconocer la necesidad de una pol��tica de formaci��n conceptual espec��fica para el profesorado de las escuelas rurales, anclada en el concepto hist��ricocultural del rural. Tambi��n se reitera la urgencia permanente y continuada en revisar los procesos de formaci��n, vividos en la escuela, que contemplen las peculiaridades de la ense��anza rural, en una visi��n contrahegem��nica del urbanocentrismo, a partir de un an��lisis cr��tico sobre el marco legal de la Educaci��n del Campo.

Currículo escolar e inclus��o de estudantes com defici��ncia: di��logos com uma escola p��blica

This work of qualitative approach, has as its study object the school curriculum, resulting from the implementation of public policies for inclusion in the Brazilian educational field and of the teaching organization in State School Despertar. While we acknowledge advances in government discussions and proposals related to school inclusion in our country, it is still important to develop studies and interventions in the context of basic education focused on the curriculum. With methodological basis in collaborative-critical action research and contribution by Barbier, the survey was conducted in 2013, in a state school in the Natal - Rio Grande do Norte - school system, and aimed to analyze the curriculum of the State School Despertar, in particular issues related to the inclusion of students with disabilities in common teaching classes expressed in the school and in collective situations of continuing education with teachers and interpreter of Brazilian Sign Language (Libras). The school was previously chosen because it had already been locus of research in a study conducted by a professor at the Federal University of Rio Grande do Norte promoting the knowledge of their formative needs. The study subjects were 26 teachers in the early years and the end of elementary school and a Libras interpreter. The instruments were direct observation, semi-structured interviews, document analysis and a proposal for continuing education called Collaborative Group on School Inclusion (GCEI), established with the participating subjects and the other research collaborators. The analyzed data showed eight dialogues built with the State School Despertar, being basic the contributions of Goffman (1988) on stigma and of Forquin (1993) on school culture. As a theoretical framework, there were important contributions on School Curriculum (SACRIST��N, 2000; 2007; APPLE, 2006; 2008), School Inclusion (BUENO, 2008), Continuing Education (N��VOA, 2002; GATTI, 2003) and the existing studies on the dialogues between Curriculum and Special Education (MAGALH��ES, 2002; SILVA, 2008; 2010; OLIVEIRA, 2004; VIEIRA, 2012). The study highlighted the importance of extending the dialogue, the theoretical deepening of GCEI for the understanding of school curriculum and the specifics of any students, with or without disability. It will be necessary to revisit the school teaching practices that do not correspond to the students, for instance the formation of classes made in classrooms. It is also important to consider the organization of the school day and its interface with the pedagogical functions of each member of the school in building curriculum practices consistent with the diversity of modes and learning styles. Subliminal aspects of the curriculum should be reviewed, given its implications in the context of the classroom and management. However, significant changes identified in the practices of some teachers, such as the use of audio description, stimulus to the participation of students with disabilities and use of images, favored the development of other students, who benefit of more exciting and participatory classes. Based on the conducted research, we conclude on the importance of collectively discuss the conditions for / in schooling of different students and the (re)thinking of curriculum practices in the school as a whole, and therein lies a paradox because, on the one hand, it is not about minimizing the specific knowledge in dealing with the needs of students with disabilities, on the other, we are not interested in distancing these needs from those inherent in human nature, therefore peculiar to the other students. The questioning of our own practices is the challenge imposed, not to special education, or its target audience, but this is undoubtedly task of education.

Currículo escolar e inclus��o de estudantes com defici��ncia: di��logos com uma escola p��blica

This work of qualitative approach, has as its study object the school curriculum, resulting from the implementation of public policies for inclusion in the Brazilian educational field and of the teaching organization in State School Despertar. While we acknowledge advances in government discussions and proposals related to school inclusion in our country, it is still important to develop studies and interventions in the context of basic education focused on the curriculum. With methodological basis in collaborative-critical action research and contribution by Barbier, the survey was conducted in 2013, in a state school in the Natal - Rio Grande do Norte - school system, and aimed to analyze the curriculum of the State School Despertar, in particular issues related to the inclusion of students with disabilities in common teaching classes expressed in the school and in collective situations of continuing education with teachers and interpreter of Brazilian Sign Language (Libras). The school was previously chosen because it had already been locus of research in a study conducted by a professor at the Federal University of Rio Grande do Norte promoting the knowledge of their formative needs. The study subjects were 26 teachers in the early years and the end of elementary school and a Libras interpreter. The instruments were direct observation, semi-structured interviews, document analysis and a proposal for continuing education called Collaborative Group on School Inclusion (GCEI), established with the participating subjects and the other research collaborators. The analyzed data showed eight dialogues built with the State School Despertar, being basic the contributions of Goffman (1988) on stigma and of Forquin (1993) on school culture. As a theoretical framework, there were important contributions on School Curriculum (SACRIST��N, 2000; 2007; APPLE, 2006; 2008), School Inclusion (BUENO, 2008), Continuing Education (N��VOA, 2002; GATTI, 2003) and the existing studies on the dialogues between Curriculum and Special Education (MAGALH��ES, 2002; SILVA, 2008; 2010; OLIVEIRA, 2004; VIEIRA, 2012). The study highlighted the importance of extending the dialogue, the theoretical deepening of GCEI for the understanding of school curriculum and the specifics of any students, with or without disability. It will be necessary to revisit the school teaching practices that do not correspond to the students, for instance the formation of classes made in classrooms. It is also important to consider the organization of the school day and its interface with the pedagogical functions of each member of the school in building curriculum practices consistent with the diversity of modes and learning styles. Subliminal aspects of the curriculum should be reviewed, given its implications in the context of the classroom and management. However, significant changes identified in the practices of some teachers, such as the use of audio description, stimulus to the participation of students with disabilities and use of images, favored the development of other students, who benefit of more exciting and participatory classes. Based on the conducted research, we conclude on the importance of collectively discuss the conditions for / in schooling of different students and the (re)thinking of curriculum practices in the school as a whole, and therein lies a paradox because, on the one hand, it is not about minimizing the specific knowledge in dealing with the needs of students with disabilities, on the other, we are not interested in distancing these needs from those inherent in human nature, therefore peculiar to the other students. The questioning of our own practices is the challenge imposed, not to special education, or its target audience, but this is undoubtedly task of education.

Concep����es de licenciandas em pedagogia sobre o ensino de ci��ncias nos ciclos I e II da educa����o b��sica

O conte��do de ci��ncias no Ensino Fundamental dos ciclos I e II �� ministrado por um professor polivalente com forma����o em Pedagogia. Sua forma����o deve possibilitar uma vis��o global do fen��meno educativo, o que implica a constru����o de conhecimentos m��ltiplos e contextualizados, por��m com pouco aprofundamento. Este trabalho objetiva identificar as opini��es e dificuldades de licenciandos de Pedagogia a respeito dos conte��dos de Ci��ncias nos dois primeiros ciclos do Ensino Fundamental, mediado por dois questionamentos: Com rela����o aos conte��dos de ci��ncias ministrados no I e II ciclos, voc�� os considera f��cil ou dif��cil? Sendo solicitado que justificasse sua resposta; De acordo com seus conhecimentos sobre ci��ncias, cite as principais dificuldades que voc�� teria (tem/teve) em ensinar ci��ncias nos ciclos I e II. Participaram do estudo 29 licenciandas da turma de Ensino das Ci��ncias Naturais II do Curso de Pedagogia da Universidade Federal do Rio Grande do Norte. Com rela����o ao questionamento referente �� considera����o dos conte��dos de ci��ncias, 52% das licenciandas consideraram f��cil, 31% dif��cil e 17% n��o responderam a quest��o. Foram identificadas tr��s categorias de respostas: processo de elabora����o do planejamento (20,5% f��cil e 20,5% dif��cil), n��vel de conhecimento dos alunos (7% f��cil e 0% dif��cil) e natureza dos conte��dos abordados (14% f��cil e 10,5% dif��cil). Foram classificadas tr��s categorias distintas em rela����o ��s dificuldades em ensinar ci��ncias: natureza dos conte��dos abordados (50%), aspectos metodol��gicos (25%), e conhecimento b��sico (25%). A an��lise dos resultados revelou que a principal dificuldade das licenciandas em Pedagogia quanto �� aplicabilidade do ensino de ci��ncias nos primeiros ciclos do Ensino Fundamental esta diretamente relacionada �� falta de conhecimento b��sico destes conte��dos, que somente foram estudados por elas no Ensino B��sico, indicando a necessidade de incorpora����o de abordagens de conte��dos de ci��ncias no currículo do curso de Pedagogia.