A cozinha como meio de contextualização para o ensino de Ciências na formação inicial de professores

Abstract

This paper aims to present, analyze and discuss the relevance of the discipline Methodology of Science Teaching of the BA in the Licenciature course in Biological Sciences of the Federal University of LavrasMG in the initial formation of teachers, contributing to the discussions about the initial formation of science teachers in a more contextualized perspective. The discipline consisted in the construction - by the students - of alternative teaching methodologies, starting from the kitchen as context for the teaching of Sciences. The purpose of this course is to reflect on the traditional teaching model by proposing methodological activities that seek to break with this type of teaching that values content over other important skills to be built in the teaching and learning process. The subjects of the classes were based on the National Curriculum Parameters, guided by the Common Basic Curriculum of the State of Minas Gerais. The construction of the classes had the participation of the scholars of the Programa Institucional de Bolsas de Iniciação à Docência (Pibid) of Biology of the University itself. At the end of the course the licenciandos made an evaluation where they emphasized the role of the discipline in its formation. These evaluations were used for the analysis of the work, from the categorization of the speech, which is derived from the method of content analysis, which, in turn, is derived from the qualitative research. From the analysis of the evaluations, three categories were found: "Teacher training", "Alternative teaching methodologies" and "Contextualization". In view of the discussion developed, it was possible to perceive the importance of the discipline in the process of initial formation of science teachers. In addition, it became clear that there is a need to have more space, during graduation of the graduates, that allow the graduates to articulate the specific knowledge and pedagogical knowledge.