Challenges and Possibilities in Science Teaching during Literacy: A Study with Teachers from a Municipal School in Ji-Parana - RO
Literacy. Teaching Natural Sciences. Continuing Education.
The research is based on the first cycle of literacy, focusing on the training of teachers who work in the early years of basic education. Its objective is to analyze the pedagogical practices developed by first-grade teachers at Professora Maria Antonia School, located in the municipality of Ji-Parana, Rondonia. This dissertation aimed to understand how the articulation occurs between the assumptions of the BNCC (National Common Curricular Base), the guidelines of the Rondonia Government’s Literacy Program (PROALFA), and continuing education in the teaching of Natural Sciences. The research adopted a qualitative approach, using content analysis, observation, and semi-structured interviews with teachers working in the first year of elementary school. Data collection also included the analysis of relevant documents, such as course plans, the political-pedagogical project, and pedagogical guidelines. The research showed that the teachers feel overburdened due to the accumulation of administrative tasks and a lack of timely continuing education that would enable the implementation of practical pedagogical strategies and teaching strategies for the process of scientific literacy, thus contributing to scientific literacy. The research also revealed that there is a partnership with higher education institutions that carry out actions which can address the skills for teaching Natural Sciences and transform educational practice in the classroom, alongside public policies for continuing teacher education.