Discourses of elementary school teachers from the first years on the subject "seasons of the year”

Abstract

We present here an excerpt from a research that focused on a training course for teacher in service at a public school, through a partnership with a university. The researchers were willing to advise teachers from the early years of elementary school on content related to science teaching, particularly the physical knowledge. The objective was to investigate how such advice could contribute to new interpretations and methodological strategies of teachers in service, based on the results of research in teaching Physics and Sciences on themes proposed by the school curriculum. In this article, we highlight the speeches of teachers from the sample considered on the theme “Seasons of the Year”. The study had Discourse Analysis in its French line as its theoretical-methodological framework. Among the objectives achieved by the partnership, it was observed that the teachers: i) started to explain the phenomenon in a way compatible with the scientifically accepted explanation; ii) created ways to consciously insert it in their pedagogical practices, showing greater autonomy for teaching science notions present in the curriculum proposal for the early years, mainly in the thematic axis “Earth and Universe”, related to Astronomy.