O caso de ensino de Ciências em minha formação docente

Abstract

The teaching of science has a great role for the student to acquire ethical knowledge, political and cultural, developing its scientific literacy so that it can act in the about the world exercising citizenship. Thinking about it, during the internships I performed at the during my training, I observed some moments about science teaching in Parallel to these events I attended the Science course in Early Childhood Education and Years Initials of Elementary School that dealt with the theoretical elements about the teaching of Sciences. I was then able to bring closer understandings about the needs of teaching sciences for learning, however what I observed in the internships was not consistent with the theory who was studying at the university. So, these education scenarios made me think about the problems and limitations found in science teaching, why this teaching was being left out in the classroom and how it affected learning. The work entitled "The case of science teaching in my teacher education" have as questions guiding: What cases of science teaching have I experienced in my school trajectory and academic? How science teaching in my academic and academic trajectory (re)forms me as a teacher? The research has the following general objective: to share points of analysis the cases of science teaching experienced during the process of my teacher education; and specific: narrate the cases of science teaching experienced in my school trajectory and discuss how the teaching of science in my academic and academic trajectory affects and (re)forms my teacher training. Regarding the research construction procedures, I emphasize that the The approach adopted was qualitative, as according to Santos et al (2018) this is a study about the experiences that happen in and with the subject during the teaching-learning process. The method used to carry out the research is (auto)biographical, which seeks bring my voice with a teacher in training, not just being the narrator of my academic and academic trajectory, but with the objective of in addition to sharing and discussing, understand how all these experiences contributed to my teacher (re)training and for the self-reflection of my practice. In this sense, this research constitutes a opportunity to (re)think the problem addressed here. Argument that educators and society need to seek together the rights of children to have a quality education, collaborating so that they can expand their access to the diversity of knowledge scientific, enabling a different look at the world around them, so that can choose and consciously intervene, respecting ethical and citizenship principles for the common good.