Discurso do professor de ciências e alunos do 9º ano do ensino fundamental de uma escola pública de Manaus sobre atividades de ensino

Abstract

This research was made with the aim of understanding the production process of the meaning from the implementation of educational activities conducted by Science teacher and students of the 9th grade of “Ensino Fundamental” of a state public school, in Manaus, about the process of teaching and learning of Science. In order to obtain the data, we made the technique of observation, according to Creswell (2010), Demo (2008) and Ghedin e Franco (2008), semi-structured interview according to Creswell (2010), Staub e Strieder e Malacarne (2009), Gondin (2002), Triviños (2001), Costa (2005) and Queiroz (1988). Making use of French Discourse Analysis references which is based on the notions of discourse as an effect of meaning among interlocutors, according to Pêcheux (1996), whose representative in Brazil is Orlandi (2007, 2009) who emphasizes the senses of the speech from their conditions of production in order to find the categories that produced it and to have access to the meaning. We interviewed a teacher who teaches Natural Sciences, 5 (five) students, and we applied the focus groups technique with 35 students from the 9 th grade of the Class 1 of “Ensino Fundamental” in a public state school in the southern of Manaus. The Information obtained from the theoretical notions selected show us, according to our interpretation, that because of the legitimacy of the last decades of the Sciences speeches (ALMEIDA, 2004; CORACINI, 2007) and pedagogical speeches (ORLANDI, 2007), which ideologically are set in the imaginary the subjects, the meanings produced by the students and teacher, who had participated in the research, during the process of teaching and learning of Science are more tied to the prospect of learning more than to the teaching. The students excluded the teacher from the process of participation in the activities of Science Teaching, at the same time, the teacher imputes the directions of them to the students, given them the responsibility for their own formation, and the teacher self-excluded of all educational process, rejecting any idea of the a teacher formation can happen from the application of the educational activities.