Análise da abordagem do conteúdo sistema solar no 9º ano do ensino fundamental (anos finais) na fala de professores

Abstract

The present work aims to analyze the didactization of the Solar System content approach from the speech of two Science teachers from the 9th year of Elementary School (Final Years). For this, we propose to teachers a form with 8 essay questions, in order to identify the challenges of approaching the Solar System content. After the analysis, it was possible to infer that there are similar and specific challenges faced by both teachers. In this perspective, we seek to reflect on possible didactic proposals and methodologies in order to try to help teachers and reduce the problems experienced by them. The research is anchored in the theoretical assumptions defended by Langhi and Nardi (2005), Lima (2018), Hetem & Pereira (2010) and Gomes (2017), also the BNCC (2017) the PCN Sciences (1997) and the Curriculum of Pernambuco (2019). We still use the intellectual contributions of Cecatto (2011), Picazzio (2014), Borges and Hyoshida (2018) and França et al. (2017). The corpus of the work consists of the speech of a teacher from the private school system and the other from the state public network, both from the municipality of Itaquitinga - PE. From the teachers' speech, it was possible to interpret that both feel methodological difficulties arising from their academic training, because they claim that they were not oriented to teach Solar System and subjects that refer to Astronomy in Basic Education. In addition, one of the teachers declared that his school lacks technological subsidies and this, for him, causes a difficulty in mediation of content. In this light, we seek methodologies and didactic proposals that circumvent the problems presented by the teachers and we realize that among the perspectives investigated, those that offer better applicability in view of the reality faced by the teachers interviewed are those that favor a playful approach to content.