As contribuições dos projetos didáticos para o ensino de Ciências Naturais em escola do campo

ABSTRACT. The general objective of this study was to analyze the contributions of didactic projects to the teaching of Natural Sciences in rural schools, evidencing relations with the theoretical-methodological principles of Rural Education. To this end, the characterization of the pedagogical practice of the teachers researched was carried out, highlighting the contributions of the projects to the overcoming of traditional pedagogical practices. Field research with a qualitative approach was carried out, and the questionnaire and document analysis of the didactic projects developed in the researched school were used as data production devices. The research field was the Manoel Francisco School Unit, located in the rural community of Baixinha, located about 40 km from the seat of the municipality of Sigefredo Pacheco - Piauí. The interlocutors were two teachers of Natural Sciences who work in the final years of Elementary School. The results indicate that the didactic projects contribute to the teaching of Natural Sciences in rural schools respecting some theoretical-methodological principles of Rural Education, among which the following stand out: the valorization of the students' experiences; the problematization and study of reality; the proposition of interventions; horizontality in the teacher-student relationship, favoring meaningful teaching focused on the students' desires and needs. ABSTRACT. The general objective of this study was to analyze the contributions of didactic projects to the teaching of Natural Sciences in rural schools, evidencing relations with the theoretical-methodological principles of Rural Education. To this end, the characterization of the pedagogical practice of the teachers researched was carried out, highlighting the contributions of the projects to the overcoming of traditional pedagogical practices. Field research with a qualitative approach was carried out, and the questionnaire and document analysis of the didactic projects developed in the researched school were used as data production devices. The research field was the Manoel Francisco School Unit, located in the rural community of Baixinha, located about 40 km from the seat of the municipality of Sigefredo Pacheco - Piauí. The interlocutors were two teachers of Natural Sciences who work in the final years of Elementary School. The results indicate that the didactic projects contribute to the teaching of Natural Sciences in rural schools respecting some theoretical-methodological principles of Rural Education, among which the following stand out: the valorization of the students' experiences; the problematization and study of reality; the proposition of interventions; horizontality in the teacher-student relationship, favoring meaningful teaching focused on the students' desires and needs. RESUMEN. El objetivo general de este estudio fue analizar los aportes de los proyectos didácticos a la enseñanza de las Ciencias Naturales en las escuelas rurales, evidenciando relaciones con los principios teórico-metodológicos de la Educación Rural. Para ello, se realizó la caracterización de la práctica pedagógica de los docentes investigados, destacando los aportes de los proyectos a la superación de las prácticas pedagógicas tradicionales. Se realizó una investigación de campo con enfoque cualitativo, y se utilizaron como dispositivos de producción de datos el cuestionario y el análisis documental de los proyectos didácticos desarrollados en la escuela investigada. El campo de investigación fue la Unidad Escolar Manoel Francisco, ubicada en la comunidad rural de Baixinha, ubicada a unos 40 km de la cabecera del municipio de Sigefredo Pacheco - Piauí. Los interlocutores fueron dos profesores de Ciencias Naturales que trabajan en los últimos años de la Escuela Primaria. Los resultados indican que los proyectos didácticos contribuyen a la enseñanza de las Ciencias Naturales en las escuelas rurales respetando algunos principios teórico-metodológicos de la Educación Rural, entre los que destacan: la valorización de las experiencias de los estudiantes; la problematización y el estudio de la realidad; la propuesta de intervenciones; Horizontalidad en la relación profesor-alumno, favoreciendo una enseñanza significativa centrada en los deseos y necesidades de los alumnos. ABSTRACT. The general objective of this study was to analyze the contributions of didactic projects to the teaching of Natural Sciences in rural schools, evidencing relations with the theoretical-methodological principles of Rural Education. To this end, the characterization of the pedagogical practice of the teachers researched was carried out, highlighting the contributions of the projects to the overcoming of traditional pedagogical practices. Field research with a qualitative approach was carried out, and the questionnaire and document analysis of the didactic projects developed in the researched school were used as data production devices. The research field was the Manoel Francisco School Unit, located in the rural community of Baixinha, located about 40 km from the seat of the municipality of Sigefredo Pacheco - Piauí. The interlocutors were two teachers of Natural Sciences who work in the final years of Elementary School. The results indicate that the didactic projects contribute to the teaching of Natural Sciences in rural schools respecting some theoretical-methodological principles of Rural Education, among which the following stand out: the valorization of the students' experiences; the problematization and study of reality; the proposition of interventions; horizontality in the teacher-student relationship, favoring meaningful teaching focused on the students' desires and needs. O objetivo geral deste estudo foi analisar as contribuições dos projetos didáticos para o ensino de Ciências Naturais em escola do campo, evidenciando relações com os princípios teórico-metodológicos da Educação do Campo. Para tanto, realizou-se a caracterização da prática pedagógica dos professores pesquisados, destacando as contribuições dos projetos para a superação de práticas pedagógicas de caráter tradicional. Realizou-se pesquisa de campo de abordagem qualitativa, e utilizou-se, como dispositivos de produção de dados, o questionário e a análise documental dos projetos didáticos desenvolvidos na escola pesquisada. O campo de pesquisa foi a Unidade Escolar Manoel Francisco, localizada na comunidade rural Baixinha, situada a cerca de 40 km da sede do município de Sigefredo Pacheco - Piauí. Os interlocutores foram dois professores de Ciências Naturais que atuam nos anos finais do Ensino Fundamental. Os resultados apontam que os projetos didáticos contribuem para que o ensino de Ciências Naturais em escolas do campo respeite alguns princípios teórico-metodológicos da Educação do Campo, entre os quais, destacam-se: a valorização das experiências dos educandos; a problematização e estudo da realidade; a proposição de intervenções; a horizontalidade na relação professor-aluno, favorecendo um ensino significativo e voltado para os anseios e as necessidades dos estudantes. Palavras-chave: metodologia, educação do campo, ensino. The contributions of didactic projects to the teaching of Natural Sciences in rural schools ABSTRACT. The general objective of this study was to analyze the contributions of didactic projects to the teaching of Natural Sciences in rural schools, evidencing relations with the theoretical-methodological principles of Rural Education. To this end, the characterization of the pedagogical practice of the teachers researched was carried out, highlighting the contributions of the projects to the overcoming of traditional pedagogical practices. Field research with a qualitative approach was carried out, and the questionnaire and document analysis of the didactic projects developed in the researched school were used as data production devices. The research field was the Manoel Francisco School Unit, located in the rural community of Baixinha, located about 40 km from the seat of the municipality of Sigefredo Pacheco - Piauí. The interlocutors were two teachers of Natural Sciences who work in the final years of Elementary School. The results indicate that the didactic projects contribute to the teaching of Natural Sciences in rural schools respecting some theoretical-methodological principles of Rural Education, among which the following stand out: the valorization of the students' experiences; the problematization and study of reality; the proposition of interventions; horizontality in the teacher-student relationship, favoring meaningful teaching focused on the students' desires and needs. Keywords: methodology, rural education, teaching. Los aportes de proyectos didácticos a la enseñanza de las Ciencias Naturales en las escuelas rurales RESUMEN. El objetivo general de este estudio fue analizar los aportes de los proyectos didácticos a la enseñanza de las Ciencias Naturales en las escuelas rurales, evidenciando relaciones con los principios teórico-metodológicos de la Educación Rural. Para ello, se realizó la caracterización de la práctica pedagógica de los docentes investigados, destacando los aportes de los proyectos a la superación de las prácticas pedagógicas tradicionales. Se realizó una investigación de campo con enfoque cualitativo, y se utilizaron como dispositivos de producción de datos el cuestionario y el análisis documental de los proyectos didácticos desarrollados en la escuela investigada. El campo de investigación fue la Unidad Escolar Manoel Francisco, ubicada en la comunidad rural de Baixinha, ubicada a unos 40 km de la cabecera del municipio de Sigefredo Pacheco - Piauí. Los interlocutores fueron dos profesores de Ciencias Naturales que trabajan en los últimos años de la Escuela Primaria. Los resultados indican que los proyectos didácticos contribuyen a la enseñanza de las Ciencias Naturales en las escuelas rurales respetando algunos principios teórico-metodológicos de la Educación Rural, entre los que destacan: la valorización de las experiencias de los estudiantes; la problematización y el estudio de la realidad; la propuesta de intervenciones; Horizontalidad en la relación profesor-alumno, favoreciendo una enseñanza significativa centrada en los deseos y necesidades de los alumnos. Palabras clave: metodología, educación rural, enseñanza