O currículo formativo e a formação de professores de ciências: exercício profissional, desafios e possibilidades

Abstract

The Science curricular component taught during elementary school, requires an interdisciplinary practice from educators, since it comprises several branches of Natural Sciences. Faced with such possibilities and needs, during the training period, graduates are challenged, based on a curricular matrix, to establish an integration between the knowledge of Science to make it contextualized. When looking back at Science teachers, it is possible to see that there are professionals with different qualifications working in the classroom, more specifically graduates in the area of Biology, Physics, and Chemistry, due to their proximity to the area of Natural Sciences. Different formations sometimes provide certain insecurity to teachers when transposing certain contents, both theoretical and practical, especially when there are approximations with other disciplines within the same area. Such insecurities are associated with the need for an articulated initial training that provides support for future teachers to develop their professional practice in science teaching in elementary school. In this context, the objective of this work was to investigate the professional practice and the training path of teachers, with a Degree in Natural Sciences, its consequences, and implications for teaching and learning, in elementary education, in the curricular component of Science. A bibliographic review was carried out on the subject and qualitative research was carried out, in which the data analysis was based on Content Analysis. The instrument used was an online questionnaire. Ten science teachers who work in the elementary school participated in the study, in the Northwest region, of the state of Rio Grande do Sul, Brazil. From this research, it was possible to perceive and relate the views and reflections of Science teachers in practice with their training and professional practice. It is noticed that, even with some professional obstacles, the teachers seek to develop teaching consistent with the current educational parameters. Among the obstacles, we can highlight their initial training process, specifically the curriculum, which, at times, was unrelated to the professional realities encountered. It is concluded that there are structural gaps in the training of Science teachers and these are reflected in teaching praxis.