Dificuldades no ensino de ciências: reflexão a partir da visão de professores de escolas públicas no município de Manicoré-AM

Abstract

Considering that many factors interfere with the teacher's action in the classroom, from the current educational system to the resources available for its use, it is essential to know the difficulties and possible overcoming actions in the Natural Sciences teaching process, as well as the need to carry out activities that favor students' learning in this area. In this perspective, this research aims to know the main difficulties encountered by teachers in pedagogical practices in the teaching of Natural Science in two public schools in Manicoré-AM. For this purpose we seek to: i) identify the methodologies most used by teachers in the teaching of Natural Sciences in classes of 6th and 7th grade of Elementary School II; ii) identify the Natural Sciences themes that teachers find more difficult to teach and iii) propose methodological and alternative strategies in addressing the 3 most cited themes. Therefore, this work is a descriptive research, whose proposal consisted of applying a questionnaire to four teachers of Natural Sciences of 6th and 7th grade, Elementary School II, Aristeu da Cunha Virgolino Municipal School and Padre Municipal School Sebastião Assis de Carvalho, both located at the municipal headquarters. Of the teachers interviewed, 50% said they did not perform practical activities because they consider that the school does not have adequate laboratory and materials. However, they evaluate their pedagogical actions, as well as the teacher-student relationship as good, emphasizing that possible improvements would occur due to the municipality's improvement of infrastructure and opportunities for pedagogical training. Student disinterest (75%), subject complexity (50%), parallel conversation (25%), indiscipline (25%) and the teaching method (25%) are the most cited reasons that interfere with the assimilation of content. . For these reasons, teachers occasionally use lectures and reproduction of video lessons as complementary methodological strategies to ensure the fixation of the contents. Nine themes were cited as complex and unfeasible to be addressed with practical activities. Of these, the three most cited were Bacteria (100%), Fungi (100%) and Viruses (100%), all taught in 7th grade classes. To this end, based on the contents of the Natural Sciences textbook for the 7th grade of elementary school, methodological strategies and alternative approaches are indicated, allowing teachers to transform the classroom into a laboratory. This study highlights the need for the pursuit of continuing education for teachers of the public school system in the municipality of Manicoré, since it is up to them the role of mediators of the teaching-learning process, so they should appropriate methodological strategies that promote students' interest, enabling them to achieve meaningful learning. Key words: Methodological strategy, Practical activity, Teaching-learning, Ludicity, Experimentation.