PERSPECTIVAS TEÓRICO METODOLÓGICAS PARA O DESENVOLVIMENTO DE AULAS DE CAMPO NO ENSINO DE CIÊNCIAS E BIOLOGIA VISANDO A ALFABETIZAÇÃO CIENTÍFICA

Abstract

This research seeks to understand the teaching of Science and Biology practiced through field classes, investigating the teaching application of theoretical-methodological perspectives for its primal development in Scientific Literacy. The field class is a formal teaching strategy as it is linked to the curricular objectives. It has a strong potential capable of producing knowledge breaking the traditional way of teaching. The theoretical framework of the research was mainly Sacristán, Saviani, Marandino, Krasilchik, Pozo & Crespo, Loureiro, Sasseron & Carvalho, Auler and Delizoicov. A bibliographical study revealed that this type of strategy is little adopted by Science and Biology professors, with a predominance of geographic studies.The research was applied with fifteen professors of Science and Biology from the state public network of schools located in the municipalities of São Mateus and Pedro Canário – ES. The qualiquantitative data collected in the research took place through the application of a questionnaire and interviews, applying the qualitative methodology of Content Analy- sis. The study revealed a low frequency of conducting field classes during the school year, although the teachers demonstrated a lot of motivational aspects to do so. Field classes are almost always held in natural environments and teachers explore knowledge of Ecology, Botany and Zoology. The study contributed to indicate the spaces in the northern region of Espírito Santo for field classes and the contents to beworked on. The involvement and interdisciplinary planning of the field class was also indicated by the respondents as crucial. Anotheraspect analyzed was in relation to thepractice of the CTSA and EAC approaches during the development of the strategy, noting that there is a gap in teacher training for such approaches. The teaching practiceis not supported by Historical-Critical Pedagogy. The focus given to the teaching of Science and Biology through field classes follows a traditional model and social, his- torical, cultural and environmental issues were rarely mentioned in the context of the responses collected. The current teaching of Science and Biology,to fulfill therole of ScientificLiteracy, must adopt differentteaching strategies, and thefield class dis- cussed here is an example. Therefore, debates around CTSA, EAC and PHC educa- tion must be incorporated into the curriculum and teaching practice.