A influência do contexto escolar no planejamento das aulas de ciências segundo professores dos anos iniciais

Abstract

This research is part of the Postgraduate Program in Education at the Federal University of Juiz de Fora, within the research line Languages, Cultures, and Knowledge, as it addresses the teaching and learning processes of Natural Sciences in the early years of schooling, as well as teaching practice and professional work from a sociocultural perspective. It is grounded in the theoretical and methodological assumptions of narrative research, as proposed by Jovchelovitch and Bauer (2002), and focuses on understanding individuals through their unique experiences. The central question guiding this study is: How do early-years teachers plan their Science lessons based on the school context in which they work? To address this question, narrative interviews were conducted with teachers who currently teach or have taught Science in the early years of Elementary School. The following specific objectives were defined: (i) to identify and analyze the planning context of the schools where the participating teachers work(ed); and (ii) to understand the organization of pedagogical, training, and planning meetings by area/school year, observing what is incorporated into lesson planning, according to the teachers’ perspectives. From the data interpretation, it was observed that some teachers experienced significant opportunities during their initial training—such as internships and scientific initiation—that were fundamental to the development of their pedagogical practice. The study also highlighted challenges such as physical space limitations, lack of teaching materials and laboratories, limited dialogue with school management, and the bureaucratic nature of planning, often perceived as a document disconnected from real school practices. Additionally, the research examined how teachers interact with the curriculum, collaborate with peers—either individually or collectively—and relate to school administrators. This study contributed to a better understanding of the historicity of the participants and the roles they assume in the act of planning. It also revealed gaps in the interaction between institutions and the planning process, while pointing to new possibilities and directions for future research.