Análise epistemológica das metodologias de ensino de professoras da área de Ciências da Natureza

Abstract

We assume that one of the major functions of school lies in the students learning, in which a teacher is an important figure during the teaching process. This article aims to understand the methodological choices, and the reasons taken for those, of a group of seven participating teachers of Institutional Scholarship Program for Teacher Initiation (PIBID) - Natural Sciences major, campus Uruguaiana, from Universidade Federal do Pampa (UNIPAMPA), correlating with epistemological implications. Therefore, from the analysis of the results of semi-structured interviews, we seek evidences to see if the methods used in the teaching of natural sciences collaborate on students learning. The presentation of these teachers-supervisors of PIBID, occurred with the use of scenes presented by Burke’s dramatism quintet, which is made up by a sequence of five steps: the scene (when and where the story has happened), the agent (who the characters were), the act (what has been narrated), the purpose (why the story has been narrated) and, finally, the instrument (how the story has been narrated). The methodological analysis was developed based on the theoretical and conceptual framework of Becker, Vasconcellos, Libâneo, Delizoicov et al., among other authors. In the analysis are presented the contextualization, innovation, motivation and interdicisplinarity issues in the speech of teachers-supervisors, in dialogue with the above mentioned authors. As final words, we point out the importance of the relationship between methodology and academic-professional formation, rescue this research objectives identifying whether they have been achieved or not. We also seek to show new methodological propositions for science education from the perspective of pedagogical innovation, highlighting the presence of PIBID as an important public policy in and for teaching training students.