A contextualização do ensino de Ciências na educação do campo em uma escola na comunidade do Tarumã Mirim

Abstract

The research entitled "The Contextualization of Science Teaching in Rural Education in a School in the Tarumã Mirim Community" sought to identify the theoretical-methodological foundations of science teaching in Elementary School, observing the teaching work in science teaching, focusing on the contextualization of content as a principle of rural education. In the methodological procedures, the research had a qualitative approach with data analysis with reference to the content analysis guided by the assumptions of Bardin (2016) through observation. The research in its results showed us, on the one hand, that a science teaching marked by the distancing of contents from everyday life does not contribute to students in relation to the understanding of the world in which they live, on the other hand, science teaching has been building paths from practices built and under construction among education professionals. This process also made it possible to understand that when children are introduced to the concepts of Natural Sciences, through their respective manifestations, they are in the process expanding the elements to decipher the written code of the language and expanding their understanding of the reality they make. part as historically constituted subjects. Keywords: Science Teaching; Content contextualization; Countryside schools.