As diretrizes pedagógicas do ensino de ciências na revista do ensino do Rio Grande do Sul (1951-1961)

Abstract

Revista do Ensino do Rio Grande do Sul (RE/RS) was a periodical of great relevance in the history of Gaucho and Brazilian education in its time of distribution, considered one of the most important means of disseminating discourses on education and teaching. Distributed in three circulation phases (1939-1942, 1951-1978 and 1989-1992), it presented in its content a vast material with practical suggestions to be developed in the classroom, serving as a guide and support for many teachers of the teaching profession. Several theses and dissertations have been dedicated to the study of this journal, however none had the teaching of Sciences as an object of research. In this sense, the following guiding question emerged: how were science teaching approaches presented in the sections published by RE/RS, from 1951 to 1961? The time frame comprises the initial date of its second distribution phase and the enactment of Law no. 4,024/61, which established the National Education Guidelines and Bases. By the way, it was listed, as a general objective, to investigate which science teaching approaches were presented in the sections published by RE/RS in the defined period. Specifically, it was sought; carry out a survey of the sections that deal with or have some connection with the teaching of Sciences; inventory the activities related to this area of knowledge contained in the journal; identify how science teaching was approached in the magazine in the defined period; and to analyze the didactic proposals for experiments provided for in the sections “Observing Plants”, “Observing” and “Observations and Experiences”. As for the methodology, it is a documentary research, with an exploratory/explanatory/descriptive character and a qualitative approach. The data survey was carried out on the copies available at the Digital Tatu Repository, linked to the Federal University of Pampa, and the technical-methodological approach was based on Documentary Analysis. The conceptions about Revista do Ensino were corroborated by Bastos (2005), Duarte (2009), Faria (2017), Fischer (2005), Fraga (2017), Pereira (2010), Sardagna (2008) and Weschenfelder (2003), already the conceptions of experimentation, by Almeida (2018), Campos and Nigro (1999), Da Silva (2016), Delizoicov (1991, 2005), Galiazzi and Gonçalves (2004), Lima (2016), Lins (2016), Moraes (2016), Monteiro (2018), Rosito (2008), Silva (2016) and Souza (2018). Results demonstrated the variability of materials in this area of knowledge, detected in 89% of the samples, with primary education as the main target audience. Five specific sections were found, aimed at experimentation, animal observation and hygiene. In addition, there were supplements, lesson plans, teaching units, verses, dramatization, newsletters, explanatory pictures and scientific articles. Experimentation, the main method disseminated by the magazine, had an empiricist character, based on systematic records, replicability and observation. In general, the RE/RS stopped to detail the materials (with what to teach) and their execution (how to teach), allowing the professors to reproduce what was postulated. It should be noted that three examples presented evidence of interdisciplinarity, whose discourse was only intensified in Brazil in the 1960s. Finally, it is hoped that this study can contribute to the History of Science Education, as it allows not only a historical rescue, but also it also shows traces of practices that can be used in the current educational context.