ATIVIDADES EXPERIMENTAIS NO ENSINO DE CIÊNCIAS NA EDUCAÇÃO BÁSICA: REVISÃO INTEGRATIVA DE ARTIGOS CIENTÍFICOS NO PERÍODO DE 2010 A 2020

Abstract

In the Brazilian educational context, teaching with experimental activity has been highlighted since the New School with repercussions on educational policy and didactic practices, currently gaining prominence in the National Curricular Common Base. The focus of this research is the conception of experimental and investigative activity, specifically with regard to science teaching. Vygotsky's cultural-historical conception of human development and Davydov theory of developmental teaching value the student's investigative activity and experimentation in teaching with a view to forming concepts of a dialectical nature in order to enable student learning through the formation of dialectical concepts. In this way, the student can reach a dialectical understanding of scientific phenomena, developing the ability to analyze the natural and social world, going beyond an empirical and utilitarian vision. Based on this theoretical framework, this research focused on the teaching of natural sciences, seeking to answer: in the scientific literature in the area of ​​education, how have experimental and/or investigative activities been approached in natural science classes in basic education? What is the concept of experimental activity present in this literature? What content or discipline do they refer to? Has the historical-cultural theoretical framework been used in these researches? The general objective was to analyze and discuss how experimental and/or investigative activities in the teaching of natural sciences have been addressed in educational policies and in articles in national scientific journals. The specific objectives were: to present and discuss the contributions of Vygotsky's and Davydov theories regarding the role of scientific concepts for the development of students; to analyze the Brazilian educational policy regarding the teaching of natural sciences in basic education, from the National Curriculum Parameters to the National Curricular Common Base; to identify the concepts of experimental and/or investigative activity present in scientific articles and to analyze, in the light of Vigotsky and Davydov theories, their contributions to the development of students. The methodology consisted of: document analysis of the National Curriculum Parameters for science teaching and the National Curricular Common Base; integrative literature review, covering articles published in journals in the field of science education, published between 2010 and 2020. The results of the analyzes show that in pcn and bncc experimental activities are not aimed at broad student psychic development. The analyzed scientific articles predominated research referring to high school; for the most part, experimental activities are developed with the aim of proving/verifying and validating theories and laws related to contents of physics, chemistry, science, with few studies in the area of ​​biology; there is a prevalence of constructivist and empiricist-inductivist conceptions of experimental activities, with greater weight in the practical-empirical and utilitarian understanding of scientific phenomena. On the other hand, the historical-cultural and developmental teaching concepts were not very expressive. In most experiments, the emphasis is only on observing phenomena and performing procedures as a condition for acquiring knowledge, not valuing the formation of concepts. It is concluded that it is necessary to overcome the concepts of teaching with experimental activity that are

predominant today because they do not contribute to the formation of concepts and expansion of student development. It is considered important to promote studies on science teaching with experimental and investigative activity in the historical-cultural perspective and developmental teaching, due to the potential that these theories present to promote students' awareness, autonomy and creativity in a critical perspective, beyond of a teaching focused on the constitution of the student as an adequate subject to neoliberalism, in particular.