Diferenças na sala de aula de ciências: conhecendo as práticas de professoras do ensino fundamental

Abstract

This study aims to characterize practices of practicing science teachers. We focus on aspects related to the goal of promoting science for all, including urban students with learning difficulties. Using ethnographic tools, we observed and analyzed activities in two middle school classrooms (6th and 8th grades) in Belo Horizonte (MG). The data sources were: field notes, audio and video records from classrooms and semi structured activities. The interview analysis involved open-categories, whereas the analysis of discursive interactions in the classrooms were based in aspects of interactional ethnography. Through contrast between teachers indicates we identified diferentperspectives about what is to include/exclude in science classes. The first teacher showed concern with student socialization in school culture. When teaching she tried to translate terms that were not familiar to students, explaining their meaning. Subject matter knowledge is not at the center of their practices. The second teacher emphasizessubject matter knowledge, trying to establish conection with students´ everyday life. Both teachers do nota tribute significant influence to students´ gender, class, and ethnicity in science learning. Futhermore, they value writen activities as students´ participation practices.