Ciências na escola: para além de um conhecimento alienante

Abstract

This work intends to describe and analyse the perceptions that teachers have of their teaching of Sciences. Its basic investigation policy is the constitution of the conception of teaching scienees present in its practice, guided by eategories which are built trem their own speeches. The purpose of this investigation is the identification of aspects that constitute the coneepts of teaching Sciences by the teaches of the first grades of the fundamental school system, in their daily work. According to this objective, we have tried to develop a work that allows us to understand: - the teacher's academic background; - the Scien ceconeept that they have; - the role that the planning and the coursebook play; - the daily teaehing of Sciences that includes its objectives, valueing, methodology, experimental teaehing; and, still, - the way they understand the teaehing - the learning and, - the evaluating. The qualitative approach of the research allowed us to reveal what teachers think about the aspects listed above. It showed us a scenery in which teachers either take the teaehing of Seiences as isolated facts in a traditional point of view, resulting in a lack of links with the pupils' reality, or reveals their worries about making it different from what they are used to doing. Therefore, we have noticed in the teachers, the desire to find new ways so that teaching stops being undervalued. They also want to make this teaching have wider possibilities of having a more dynamic feature that, goes along with the appearing of daily problems that contribute to new explanations. Besides these verifications. this work will be able to contribute to the discovering of what is behind what has come up during the teachers' testimonies, making it possible to have a new direction for this teaching. The intention is also to cooperate with reflections of their conceptions which is an invitation to break up with the lunatic vision that perpetuates a teaching of Sciences wi thout perspectives of turning our pupiIs into acting citizens in the society where they live, into people who are creative and free from the ignorance and absence of information which go along with domination inseparately