O ENSINO DE CIÊNCIAS EM UMA PERSPECTIVA INVESTIGATIVA: CONTRIBUIÇÕES DA TEORIA DE DAVYDOV

Abstract

The present research approaches an investigative experimentation on the field of Teaching Science in Elementary School. In scientific literature, the investigation and experimentation on the teaching of Science are considered as an important factor on students’ learning, but this investigative comprehension is yet predominantly demonstrative and associative. The Base Nacional Comum Curricular of 2017 (BNCC-MEC/2017), wide used in the Documento Curricular para Goiás from 2108 (DC-GO/2018), stablishes the teaching of Science with investigative activities associating experimentation and contextualization, that demands the understanding of the conception in these documents. The central question, based on Davydov’s theory on the developmental teaching was: how to characterize the experimentation and investigation on the teaching of Science on Davydov’s theory perspective. The general objectivity was to analyse the contributions of Davydov’s teaching theory to the investigative teaching on Science. The specific objectives were: to characterize the conception of teaching as investigation and experimentation in the scientific production on Science in BNCC-MEC/2017 and in DC-GO/2018; to characterize, on the principles of Davydov’s theory, the investigative experimentation in the teaching of Science. We carry out a work of a qualitative theoric-narrative nature using the bibliography and documental procedures. It was analysed scientific articles, thesis, dissertations, works on the annals of the National Meeting of Research on Education on Science, in addition of the BNCC-MEC/2017 and DC-GO/2018 documents. The analysis of the content of the bibliographic material presents that the emphasis on the investigative teaching on Science do not pass the empirical level of students’ thought and it does not reach the comprehension of the unity between the learning and the scientific concepts and the formation of their psychical functions. The BNCC-MEC/2017 and DC-GO/2018 manifest a formal and instrumental vision of science and the teaching of Science. The statement of the results characterizes the teaching on Science in these documents, in an organized way to the social problems and demands of a neoliberal conception. Although this neoliberal discourse about the investigative teaching has an apparent focus on the development of students, it stands limited and restraint the development of the scientific thinking. We highlight on the theory of the Developmental Teaching of Davydov’s some contributions to the investigative teaching: in this theory the experimentation and investigation are inside the process of the formation of scientific concepts by students in a new conception of knowledge in the dialectical logic and that includes the analysis of contradictions present in the phenomena of nature and society; the theoric scientific knowledge is characterized by its theorical-dialectical nature and at school education it should have primacy; the conception and organization of teaching aim to promote the student the genetic comprehension of scientific concepts to trace the investigative scientific method with the process of development of the concept, and, consequently to create new mental actions; the creator aspect of learning by investigation highlights the subjective transformation of the student in a critical way and not his adaptation on neoliberal demands. Such contributions constitute a starting point for critical reflection and the reorganization of the initial and continuing education of Science teachers as well as the pedagogical practices of Science teaching in different school contexts.