Sequência didática baseada na didática da pedagogia histórico-crítica (PHC) para trabalhar o conteúdo ciclo hidrológico na disciplina de ciências

Abstract

Science teaching plays a fundamental role in shaping a more critical and reflective society, and there has been increasing discussion of the need for this teaching to be developed in a contextualized way in the classroom. Historical-Critical Pedagogy (HCP) meets this perspective when it values the student’s reality as the direction towards meaningful learning. The research question of this study is: “What is the perception of Early Years teachers about the potential of a didactic sequence, based on the five steps of PHC didactics, considering the theme of water?”. The general objective of the work was to analyze teachers’ perceptions of a Didactic Sequence (DS) proposal, developed based on the five steps of PHC, with the intention of constituting a didactic proposal for teaching Science. The specific objectives were: a) to investigate the perception of teachers in the context of practice about the potential and weaknesses of the didactic sequence “Water Detectives”; b) to rework the DS considering the teachers’ contributions and the objects of knowledge related to water in the Early Years, to create an educational product. For this research, we used a qualitative, exploratory methodological approach to analyze the data generated in the dissertation. Teachers participating in an extension course in Environmental Education in the remote modality were invited to evaluate DS. Of those invited, 17 teachers took part in focus groups and answered two questionnaires related to their work context and their perceptions of the DS. The data generated was examined using interpretative analysis and Content Analysis (Bardin, 2011). The results indicated that the teachers recognize the importance of working with water in science teaching as something that, in addition to being present in the curriculum, is part of the students’ context and allows for a rapprochement with other areas of knowledge. The teachers understood the viability of the DS proposal and recognized the possibility of adapting some activities to their own contexts. The teachers collaborated with suggestions related to expanding the conceptual framework, teaching resources and changes to some activities. They valued the structure presented in the DS, however, from the way the research was conducted, it was not possible to understand whether the teachers had an adequate understanding of the five steps of PHC (Gasparin, 2013) used in its organization. The results contributed to the reworking of the DS in the form of an educational product entitled “Broadening the understanding of water in our daily lives: rain in focus”, aimed at Early Years teachers, with a view to bringing it closer to the context of practice and helping with science teaching.