DESENVOLVIMENTO CURRICULAR EM CIÊNCIAS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

CONHECIMENTOS NECESSÁRIOS À ATUAÇÃO DOCENTE EM UM CONTEXTO DE IMPLANTAÇÃO DE UM MELIPONÁRIO

Abstract

The main objective of this study is to understand the knowledge involved in the process of developing a Natural Sciences curriculum in the context of the early years of elementary school, using a meliponary (a breeding ground for Brazilian bees or meliponines) as the pedagogical context. The research is contextualized and justified based on the assumption that the curriculum is a complex artifact that allows us to understand curriculum development as a process influenced by cultural, historical, biological, social, and economic issues that require specific skills and knowledge from teachers, raising the question: “What teaching knowledge is necessary for the development of science curricula in the context of implementing a meliponary?” To this end, a qualitative research study was conducted, which incorporated elements of action research, operationalized in three stages: planning, implementation, and evaluation. In the first stage, questionnaires were used as a data generation tool. In the second stage, teachers' work was analyzed, including planned classroom activities, activity sheets, and other materials. Finally, in the third stage, interviews were conducted with the participants. The data were categorized through content analysis, resulting in the identification of knowledge bases such as short courses and the need for specific knowledge, which is not an immobilizing factor for curriculum development. In addition, elements that hindered and facilitated the development of activities were identified, especially those of an institutional, curricular, classroom management, and contemporary political nature. As a consideration, we highlight the importance of investing in and valuing teaching agencies for curriculum development, whose capabilities and strategies allow for overcoming gaps and training needs.