LETRAMENTO CIENTÍFICO: PROCESSOS PEDAGÓGICOS NA PERSPECTIVA DE UM ENSINO DE CIÊNCIAS FRAGMENTADO

Abstract

This work aims to analyze and discuss Science teaching in Goiás based on the legislative documents that guide the practice, especially the Curricular Guideline for Goiás - DCGO. The central objective of this investigation was to promote an analytical balance of legal documents that guide Science Teaching in Elementary II, to observe the propositions and understand the proposals established in these documents in contrast to the reality of learning. To this end, authors such as Attico Chassot (2018) and Pedro Demo (2014) were based as theoretical support to provide support on scientific literacy processes. To provide a basis for cognitive issues related to the construction of knowledge and its nuances, Vygotsky was used to support the socio-constructivist aspects related to learning and other authors relevant to the issues and challenges faced in the development of education. Beforehand, impressions were made about the legal documentation on the subject, which demonstrates possible flaws such as fragmentations and inconsistencies that compromise teaching, especially in science. In this sense, we realize that it is necessary to provoke debate and discussions about the object of study. Thus, we sought to systematize critical thoughts and analyzes on the pre-shaped proposals offered by state education departments that aim to dictate the rules of the game of teaching and from this perspective end up encouraging fragmented teaching in the educational environment. For the development of this research, we chose to use qualitative methodology. The method used was based on historicity, as well as contextualization and contradictions that involve the object of study of this investigation. From this perspective, documentary analysis, reading and comparison of sources related to the topic were carried out in order to establish a fruitful and necessary dialogue. We sought to articulate and promote a critical analysis of the documentary writing on the educational legislation relevant to the theme, to the bibliographic literature that critically analyzes the forms of teaching, the act of teaching and its consequences in educational spaces and beyond. The results of this study pointed to the presence of a Natural Sciences teaching model permeated with fractures caused by a proposal that fragments thematic units.