Ensino de física em aulas de ciências nos anos iniciais do ensino fundamental: interlocuções com a leitura e a escrita na escola

Abstract

This thesis presents the results of a survey in the Course of Professional Master of Physical Education (MNPEF) that aims to investigate the possible contribution of science teaching in the early years of primary education to the process of literacy of students, focusing an educational product - didactic sequences -. For this, we start from the assumption that the motivation generated by activities in science, potentially meaningful to students, can generate greater interest in the writing production process and reading. The study is being developed in a class of 5th grade elementary school to a public school in a city of Juiz de Fora, in Minas Gerais. For the development of the research were drawn up four didactic sequences teaching science, based on active methodology (hands-on), three aimed at building scientific toys. Each sequence is driven by reading an introductory text; development of the activity itself; and preparation by students of a text / story about the topic. This thesis presents an analysis of the four sequences. Data sources consisted of photos and video recordings of activities, participant observation, texts produced by students and reports of the ruling class teacher. The results indicate that students have shown special interest in participating in activities, evidenced by participation in the classroom, the questions and doubts raised by curiosity about the themes developed and the appropriation of scientific vocabulary related to these themes. This enthusiasm has been reflected in the texts they are producing, especially with respect to writing creativity and interest in the record.