Ressignificando a prática pedagógica e concepções docentes acerca do diálogo entre saberes para o ensino de Ciências

Abstract

This study, with a qualitative approach, focuses on the conception and pedagogical practice of the science teacher in a public school in the state of Pernambuco (Northeast Brazil) from the perspective of the theoretical and methodological assumptions of ethnobiology. The research aimed to analyze, through observations in the classroom, if the pedagogical practice of the teacher contemplates the dialogue between knowledge in science teaching and; compare the teacher's conceptions about some concepts, such as: “Dialogue between Knowledge”, “Previous Knowledge” and “Ethnobiology”, through semi-structured interviews, before and after collaborative work. The investigation revealed that the teacher's teaching was shaped from the perspective of a traditional methodology. However, it was possible to perceive the reframing of the educator's conceptions, who had a fragmented knowledge about the concepts worked during the study. We highlight the need for the development of works like this, in order to generate in teachers the opportunity to reflect on their practices, promoting an education that values and respects the students' knowledge as social, historical and transforming subjects of their own reality.