Abordagens investigativas em livros de ciências do ensino fundamental anos finais

Abstract

Inquiry science teaching is a didactic approach that has been recommended worldwide. This teaching can be implemented by teachers through activities in which students investigate a proposed problem and try to seek hypotheses, solutions and considerations to answer it. The center of this work aims to understand, through studies and discussions, about the teaching of science by investigation, in order to evaluate for the improvement of the quality of educational practices in public schools in the city of Caxias – MA. The research consists of a qualitative approach, where a survey was carried out of the questions aimed at the "Teaching Science by Investigation, with regard to investigative approaches in Science books in the final years of Elementary School in a time frame from 2010 to 2021, from elementary school to final years, from 6th to 9th year and analysis of the selected books. For this, detailed readings were carried out in the textbooks, from this reading, in general, the verification analysis was carried out according to the textual content, exercises, visual resources and additional resources proposed in this research; for this it was considered the organization and structuring in the analyzed books, in which the analyzed items were named as sections which were discussed. In addition, a brief history of Science Teaching through Investigation was presented as a review, focused especially on Science Teaching in Elementary School final years, as well as investigative approaches in science books. However, Science Teaching in the final years of elementary school makes it necessary to use a methodology with investigative approaches to connect teaching to the reality of students. With this study, activities with an investigative approach were included in the analyzed Natural Sciences books used in public schools in the city of Caxias – MA as suggestions to teachers to be carried out with students both outside and in the classroom.