The Problematizing Experimentation and Science Teaching: the challenges and perspectives in education of field

Abstract

When reflecting on methodological alternatives, it is important to contextualize Science Teaching under the bias in Rural Education, with the purpose of promoting the effective participation of students in the process of building knowledge. The problematizing experimentation has been emphasized for its great pedagogical potential, helping in the process of building knowledge, through questioning, in order to overcome fragmented teaching. In this perspective, we sought to identify the main challenges faced by science educators in using the problematizing experimentation as an active methodology in Rural Community Schools of Jaguaré - ES, which adopt the Alternation Regime. Therefore, three teachers participated in this study, representing the three schools surveyed. The research has a qualitative character, and for data collection semi-structured interviews were carried out and the information obtained was recorded and later analyzed. It was possible to verify that the problematizing experimentation can awaken the critical thinking of the students, who, in turn, become protagonists of this process, contributing to the reflections about the consequences of Science in Society and the possibilities of facing the problems.