Um estudo sobre o ensino de astronomia na formação inicial de professores dos anos iniciais

Abstract

The teaching of science in the early years of elementary school has some particularities in relation to other levels of education. One of them concerns the fact of having a versatile teacher, most often a degree in Pedagogy or just through the course of teacher education at secondary level, and the responsibility to teach all areas of knowledge. This study aimed to investigate how the initial training of teachers in the early years for astronomy education, and to evaluate the contribution of a basic astronomy workshop for initial training of teachers in the early years. The concern over the issue is justified by the interdisciplinary nature of astronomy. The qualitative study was guided on his journey by three steps. In the first stage we became a focus given to astronomy study in the teaching of natural sciences in undergraduate curricula in pedagogy and teacher training in secondary level existing in educational institutions of Paraná state - PR through a survey about the features and fundamentals that guide their training for teaching science. In the second stage we investigated the science textbooks approved by PNLD / 2013 in astronomy relates to the contents and their approach. And the third stage was investigated curricular knowledge of a group of 10 students of the course of teacher training in the city of Maringa - Paraná, on the subject Astronomy, in terms of its content and nature, through a basic astronomy workshop . All materials collected for analysis were interpreted according to the principles and procedures of Bardin content analysis (1977). Our research highlighted the disparity in the approach to the subject astronomy in different collections analyzed, which in turn hinders the work of teachers. The results of our research also point to the existence of gaps in the training of teachers, in that concerning astronomy content, since this topic appears little in the menus of courses of initial training courses and when they appear are not discussed in room classes. With regard to astronomy workshop, the results indicate that it contributed to the formation of curriculum and teaching knowledge also allowed the students a less simplistic view on the subject astronomy. The findings of this study provide support for the preparation of a didactic sequence of astronomy for the formation of the early years science teachers.