A identificação de práticas científicas e epistêmicas em aulas de ciências do ensino fundamental

Abstract

The purpose of this dissertation was to bring the history of the teaching work on the educational experiences, of a science teacher, as a possibility for the construction of understandings about the practices carried out through diverse activities, from field diary records, photographs , filming, memories and the challenge of researching the stories of the lived. The specific objectives include: the description and analysis of these activities according to the literature on Scientific Practices (CP), Epistemic Practices (PE) and their relationship with Scientific Literacy (AC). The activities presented as experimentation, scientific dissemination and work with games, brought us an understanding of the scope of the PE and the need for systematization of the PC. All categories of scientific and epistemic practices were identified in varying quantities that were built since the replication of didactic sequences, participation in school events and the creation of games, allowing students to reach conclusions about what was learned through the review of the contents, using knowledge in their daily lives. As a product of this research, an activity notebook was elaborated that systematizes the implementation of a CC in the school containing the description, analysis and evaluation of part of the developed activities, the suggestion of partnerships that corroborate the dynamics destined to the development of activities related to science and your membership in the International Network of Science Clubs (RICC). Throughout this work, we understand that the teacher's awareness in relation to planning and systematizing the stages of activities is essential, as well as the importance of always studying, being curious, publicizing the activities developed by reviewing the teaching practice and evaluating the methods. By inserting the understanding of the social practices of science in activities with the participation of the community in scientific learning and interaction with the school, these actions are legitimized and considered as a community of practices that respects the particularities and level of articulation of the students, enabling the distribution and sharing of tasks during the work. The paradigm that science teaching takes place through the memorization of concepts without the reflection of thinking about doing is broken. We conclude that scientific practices are inserted in epistemic practices where theory and practices go beyond the materialization of information, seeking to transform it into knowledge. It is necessary, through action and constant reflection of praxis, that maturity, creativity and pedagogical thinking are perfected for the significant construction of learning.