Desafios dos professores na implementação do ensino fundamental I com foco no ensino investigativo de ciências de um colégio privado de São Paulo
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Tipo
TCC
Data de publicação
2023-06
Periódico
Citações (Scopus)
Autores
Varago, Stefany de Menezes Stoianov
Orientador
Pechliye, Magda Medhat
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Resumo
O ensino investigativo impulsiona o aluno para construir o seu próprio conhecimento a partir de suas vivências e envolve os alunos ativamente no processo de aprendizagem. A investigação promove a construção de conhecimentos, estimula o pensamento crítico e a criatividade, sendo que os professores desempenham um papel de mediadores, fornecendo orientação e apoio aos alunos ao longo do processo. Considerando que a implementação de um ensino é um desafio, uma vez que há complexidades que surgem após o início das aulas, o presente trabalho tem como objetivo investigar como é o processo da implementação do Ensino Fundamental I com foco em Ciências, analisando como os professores polivalentes lidam com o processo de ensino, a fim de compreender os desafios do ensino com estratégias investigativas. Para investigação dos objetivos do nosso trabalho foram realizadas entrevistas com os professores nas turmas do 4º ano do Ensino Fundamental I em um colégio particular da Zona Sul de São Paulo. Foi possível observar que a implementação em Ciências é complexa, sendo que de modo geral, possui pontos que podem ser revistos e aprimorados, mas que efetivamente, os alunos são estimulados à investigação e a construção de conhecimentos, o que proporciona aos alunos momentos de reflexão. Com a realização das entrevistas, foi possível observar como é necessário o estudo voltado aos professores polivalentes, uma vez que, como citado pelas entrevistadas, o ensino de Ciências possui ampliações, sendo um desafio pensando na formação das professoras.
Investigative teaching encourages students to build their own knowledge based on their experiences and actively involves students in the learning process. Research promotes the construction of knowledge, stimulates critical thinking and creativity, and teachers play a mediating role, providing guidance and support to students throughout the process. Considering that the implementation of teaching is a challenge, since there are complexities that arise after the beginning of classes, the present work aims to investigate how the process of implementing Elementary School I with a focus on Science is, analyzing how teachers polyvalents deal with the teaching process in order to understand the challenges of teaching with investigative strategies. In order to investigate the objectives of our work, interviews were carried out with teachers in the 4th year classes of Elementary School I in a private school in the South Zone of São Paulo. It was possible to observe that the implementation in Science is complex, and in general, it has points that can be reviewed and improved, but that effectively, students are encouraged to investigate and build knowledge, which provides students with moments of reflection . With the interviews, it was possible to observe how necessary the study aimed at polyvalent teachers is, since, as mentioned by the interviewees, the teaching of Science has expansions, being a challenge thinking about the training of teachers.
Investigative teaching encourages students to build their own knowledge based on their experiences and actively involves students in the learning process. Research promotes the construction of knowledge, stimulates critical thinking and creativity, and teachers play a mediating role, providing guidance and support to students throughout the process. Considering that the implementation of teaching is a challenge, since there are complexities that arise after the beginning of classes, the present work aims to investigate how the process of implementing Elementary School I with a focus on Science is, analyzing how teachers polyvalents deal with the teaching process in order to understand the challenges of teaching with investigative strategies. In order to investigate the objectives of our work, interviews were carried out with teachers in the 4th year classes of Elementary School I in a private school in the South Zone of São Paulo. It was possible to observe that the implementation in Science is complex, and in general, it has points that can be reviewed and improved, but that effectively, students are encouraged to investigate and build knowledge, which provides students with moments of reflection . With the interviews, it was possible to observe how necessary the study aimed at polyvalent teachers is, since, as mentioned by the interviewees, the teaching of Science has expansions, being a challenge thinking about the training of teachers.
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investigação , construção , ensino fundamental I , investigation , construction , elementary school I