Práticas investigativas e webquest: pensar e agir na docência sobre o ciclo hidrológico em aulas de ciências

Abstract

This dissertation deals with a qualitative research, in the narrative modality, which discusses the formative experience (continuingeducation course) lived by three teachers who teach science in the 4th and 5th year of Elementary School. The proposal arises from the conflict between the movement of continuing education for the use of new methodologies, legally institutionalized, and the few changes observed in teaching practice in the context of the school, which when observing lead me to question about the conceptions of these teachers' formation and about their experiences with these methodologies. My objective was to investigate how the proposal for continuing education on the hydrological cycle using WebQuest (digital tool with pedagogical guidance), contributes to new ways of thinking and acting in science education for the early years of elementary school. I chose as a locus a State Elementary School in Ananideua / PA, where I was an intern for three years, participating in classroom practices and planning meetings. The Continuing Teacher Education Course took place through a training design, based on the tripod: Investigative Practice, Investigative Experiment and Digital Technology, during the second semester of 2018. The instruments used for the production of field texts were: field questionnaire, training diary, reflective memorials, audiovisual records and interview. The analysis methodology used was the Discursive Textual Analysis. By impregnating the categories that emerged from all empirical material from the field texts, it formed two axes of analysis: i) Training for Teaching Practice in Sciences in the 21st Century; ii) Teaching about the Hydrological Cycle in the early years of elementary school. It is possible to affirm that among the reflexes and reflections made from this formative experience, I highlight that the teachers, when experiencing such a continuing education course, reveal the potential of the dialogical movement by giving teachers a voice in training processes, and by collectively building the process path continuing education in a situated way, meeting the teaching needs in addition to textbooks and methodological recipes.