Concepção de ensino de ciências na formação do pedagogo na Amazônia paraense: algumas reflexões

Abstract

This study aimed to analyze the conception of Science teaching that guides the initial education of the pedagogue at the State University of Pará to work in the early years of elementary school. The dialectic perspective for thinking about society and its relations guided the realization of this empirical research, with a qualitative approach. The understanding of science teaching through research is based on our understanding. We used the semi-structured interview instrument for data collection. Participated in the research 3 trainers in Science teaching and 5 graduates from the Pedagogy course who are already acting as teachers in the initial years of schooling. The results pointed to the need for a new reorientation of the Pedagogical Project of the course, in order to fill the gap allusive to the inclusion of epistemological concepts in the field of Science and point out the lack of specific training for trainers in Science teaching for pedagogues. We emphasize that decontextualization and rationalization are still present in science education in the initial education of the pedagogue.