Química no ensino fundamental: concepções docentes sobre o currículo de ciências

Abstract

This research intends to investigate the conceptions of science teachers who teach in elementary school about the concepts of chemistry in the science curriculum. Therefore, we seek to understand which are, from the point of view of teachers, the contributions of chemical knowledge to this level of education. Based on the qualitative methodology, the data collection resource was used through a questionnaire that aimed at a more general view about the previously presented objective and, later, semi-structured interviews were used. The data were analyzed from the Content Analysis framework. We could see that teachers are mostly biologists; which understand the relevance of chemical knowledge, but indicate methodological difficulties to implement the teaching of chemical concepts in science education. Another limiting factor is the fragmented and disciplinary curricular structure where the biological contents occupy practically the entire science curriculum, even though it is not indicated by the curricular guidelines, such as the National Curricular Parameters and more recently the National Curricular Common Base. We also perceive that the curriculum conceptions of the teachers go in the direction of the researchers of the area. However, we could see that the discourse is not reflected in the teaching practice We believe that this research presents a relevant discussion about the formation of science teachers and can contribute to fomenting actions of continuous formation and elaboration of public policies so that professors in professional practice can overcome the challenges and limitations of the formation allowing education that contemplates the contents chemistry, physics, biology and geology in an integrated way contributing to the education of the student's citizen.