Práticas docentes na educação infantil : o entrelace dos saberes disciplinares e pedagógicos nas aulas de ciências naturais

Abstract

The present study aimed to verify how disciplinary and pedagogic knowledge can be expressed in classes of natural science, for juvenile education, taught by teachers from different graduations. As specific purpose it intended: a) to identify disciplinary and pedagogic learning in classes of natural science; b) to analyze the relationship between the identified erudition and the teachers initial background. Tardif (2002) and Gauthier et. al. (2006) was taken as theoretical reference.In order to reach the goal, this work was composed of the following stages: meetings with the pedagogic team from the Secretaria Municipal de Educação (Municipal bureau of education), of a city in the state of Alagoas, to select four teachers, working with infantile education and having different backgrounds; observation of these teachers in their classes, for six months, with the usage of notes and videography, questionary and investigation of documents concerning to the teachers erudition. The tapes were digitalized to be used in the software “QuickTime” making possible the selection and reading of pieces from the sequence of classes for transcription. From the analysis performed, it was observed that the pedagogic knowledge shown by the teachers is expressed under different levels and situations according to the topics worked (link with disciplinary knowledge) and to the context where each teacher performed, that is, the school and all its particularity. The analysis identified some features making possible to relate procedures from the practice of teaching with the deficient offer of subjects in the field of natural science, peculiar to infantile education. Besides the subjects in the field of natural science, the criticism can also be applied to all the other subjects of pedagogic nature, which, in part, do not prepare the teacher for the reality in the classrooms.