O ensino por investigação e a integração dos componentes curriculares de ciências e língua portuguesa nas oficinas pedagógicas dos anos iniciais do ensino fundamental: um estudo de caso de uma escola de educação integral de Londrina

Abstract

This study aims to investigate when the research teaching enables the integration of the curricular components of Science and Portuguese Language in the pedagogical workshops in a school of Integral Education. For this, a qualitative research of the case study type was carried out. From a continuing formation course the pedagogical action of a teacher was investigated and the moments that marked the investigative process and the integration of the curricular components of Sciences and Portuguese Language, involving the different languages, were verified. By means of studies based on publications of the National Research Council - NRC (1996, 2000); Carvalho (2013); Campos and Nigro (1999); Azevedo (2004); and Delizoicov, Angotti and Pernambuco (2002), we delineate the teaching of science by investigation with the pedagogical moments, organized in: study of reality, proposition of the problem, hypothesis survey, interactive activities, systematization of knowledge, application of knowledge and presentation of the investigative action. The studies demonstrated that during the action of the teacher with her students of the pedagogical workshops, during the moments of the teaching of sciences by investigation, this integration was being consolidated from the study of reality, being more evident in the systematization of knowledge, until the presentation of the investigative action. In this way, the moments of study of the reality and systematization of knowledge are identified as those in which the integration of the curricular components in the problem-based learning can occur, evidencing an investigative action that can contribute to introduce the student in the different modes of communication and consolidation of learning in different languages.