Narrativas e discursos que "movem o mundo" um modelo interdisciplinar para o ensino de ciências nos anos iniciais

Abstract

In this research, I investigate possible relationships between Science teaching, Literary Language and its interdisciplinary potential, through the materiality of the relationship between Language, Science and Education. This work is in line with research from a narrative perspective, of a qualitative nature, which investigates teacher training, encompassing Science teaching, language learning and the relationship between Science and Literature, and is based on Bakhtin's Philosophy of Language, in Training Research in Josso and in Narrative Research, in Clandinin and Connelly. The empirical field was made up of a group of teachers from the initial years of elementary school and graduates of the Integrated Degree in Sciences, Mathematics and Languages for the Initial Years of Elementary Education, from the Federal University of Pará, in a space for continued teacher training. The investment of the Training Research was to analyze more than autobiographical narratives, but to build a narrative about the professional development of the participants, permeated with professional knowledge that can be shared with other teachers in initial or continuing training. The relationship between professional teaching discourse and scientific discourse is put into discussion, understanding that doing and saying are relevant issues in the analysis, since teachers bring their professional experiences, narrating their work and teachers in training present their perspectives on teaching (saying), having as a principle that teachers are producers of knowledge and need to have a space that guarantees their speech about their teaching action. In this sense, the research questions that guide this thesis work are: in what terms do teachers from the initial years of elementary education and students from the Integrated Degree, participants in an extension course, as a research-training context, aimed at a proposal of teaching Science through different languages, appropriate and use scientific language? What views on Science teaching do these teachers and students have? What model of teacher training in the initial years is possible to result from interaction with collaborators, with a view to interdisciplinary teacher training? I defend the thesis that, by exploring the various texts in the aforementioned course, materialized in multiple languages, teachers and students, in the process of initial and continued training, build professional knowledge about interdisciplinary Science teaching and manifest paths for teacher training for the teaching of Science, integrated with the teaching of the mother tongue in the initial years of Elementary School. The methodological procedures included researchtraining, in training meetings, audio and video recordings, analysis of oral and written narratives produced by the participants. The analyzes made it possible to produce a conception of training based on a narrative perspective, understanding training as a process of encounter and displacement based on the relationships between Science and Literature, which constitute the professional-teacher discourse. The narratives that circulated during the training were taken up by the course participants, showing a movement in understanding about the concepts covered in the meaning production course, in relation to pedagogical practices in Science teaching. As for working with language in Science teaching, the expansion of experiences with different forms of language prevailed, especially in the sense of engendering a pedagogical practice. I conclude that teaching strategies that privilege the relationships of Science teaching through Literature can strengthen the development of the production of an interdisciplinary praxis in higher and elementary education.