Sequências didáticas no ensino de ciências nos anos iniciais e as tipologias dos conteúdos de Zabala

Abstract

The initial years of elementary school correspond to the 1st to 5th years. In this phase, basic skills such as writing, reading, mathematical operations and expansion in other areas of knowledge occur. Teaching science in the early years in this context becomes a challenge for teachers, as it is at this stage that learning must begin with a connection to the students' daily lives and teaching for critical training. One of the strategies that can assist in this process is through didactic sequences (SD). SD according to Zabala can be organized according to the types of content that are classified as: factual, conceptual, procedural and attitudinal. For each typology, there are specific approaches to teaching and learning content, aiming at the comprehensive training of students. The objectives of this work were to analyze the dissertations found according to Zabala's content typologies and investigate what relationships are established between the municipal and national guiding documents for science teaching in the initial years and Zabala's content typologies in SD . The research is characterized as exploratory, bibliographic and qualitative. To select the study dissertations, a search was carried out in RIUT using the term "didactic sequence", followed by the selection of descriptors in the titles of the works that included the words "science" and "initial years". The analysis of the dissertations was conducted using the Content Analysis methodology, proposed by Bardin (1977), which comprises the stages of pre-analysis, material exploration and data processing. They showed that the research teachers used different pedagogical strategies to achieve the objectives of their study units. These different activities provided students with the development of skills and knowledge, as well as meaningful learning. It can be identified that each of the dissertations presented all types of content, but with an emphasis on one of them. The results found point to the importance of working with different types of content, as with this integration learning will be integral and meaningful, contributing to the training of individuals. This research suggests that teachers in the early years increasingly use the organization of their teaching through DS, taking into account the content typologies proposed by Zabala. According to the analysis, it is inferred that when using this strategy, teaching will be more contextualized, encouraging student protagonism and improving science teaching and learning.