Metodologias altern(ativas) para o ensino de ciências da natureza: possibilidades e desafios apresentados pelos docentes

Abstract

Technological advances, the difficulty that many professors have to keep up with them, the lack of structure, of continuing education and other possible impasses, lead to problems. Among them, it is possible to observe unmotivated students, low performance, indiscipline and lack of interest. The search for active methodologies – or alternatives – aims to sensitize students, rescuing their interest in investigating knowledge about science, making learning more efficient and connected to their daily lives. This research aimed to understand which teaching methodologies have been used by Science and Biology teachers and their perceptions about alternative methodologies, as well as the challenges that surround them. As specific objectives, it was intended to raise specific teaching methodologies for the curricular components of Science and Biology; analyze experiences with the use of certain methodologies and understand how these discussions have been appropriated within the scope of teaching practices. To investigate which teaching methodologies have been used by teachers, a qualitative research was carried out, through online questionnaires, with questions about the theme, its adoptions, positive or negative aspects and the intention of deepening it through specifically focused training. In alternative(active) methodologies. To deepen the questions, semi-structured interviews were carried out with teachers who work in state public schools in Paraná, linked to the Regional Education Center of the Southern Metropolitan Area of Curitiba. From the understanding of the teaching methodologies used by the teachers, their practices and notes between difficulties and successes, an attempt was made to contribute to the training processes, preparing and developing specific continuing education courses in active and alternative methodologies, which are viable in environments schools in their entirety, with the objective of observing the challenges of teachers with regard to the teaching and learning processes, in order to seek elements, through the various active methodologies, aiming at their implementation in whatever the stage of school training, in the quest to expand the adoption of different devices, whether technological or analogue, which, together, become convergent. As a result, it was noticed that teachers manifest different understandings about active methodologies, therefore, there is no homogeneity about such interpretations. Difficulties, frustrations and doubts about the development and use of diversified methodologies are pointed out, however, many of the interviewees indicate an interest in participating in training courses focused on alternative methodologies.