Considerações metodológicas e práticas frente à realidade do ensino de ciências

Abstract

Based on an existing and necessary methodological assumption, guide of scientific investigation, pedagogical organization and educational practices that derived from it, this work aims to highlight the importance and relevance of applying the method in classroom. Method has to be understood -besides scientific method that guides the organization of the science itself- as a set of strategies that allow the development of pedagogical interventions leading to a quality education. In this sense, in the methodological discussion between science and pedagogy, it seems evident that the need for a didactic transposition does not imply losing methodological rigor or complete absence of the method. This article reflects upon the type of discussion undertaken at specific moments in training of science teachers in the Biological Sciences degree from a private university in southern Brazil. Therefore, we used a qualitative methodology - content analysis - that allowed evaluating the records of the class diaries of undergraduates and their statements in organizing focus groups. The category "methodology" which has emerged from the diaries, post-analysis, was the subject of discussion in these groups and taken as a reference for the construction of this article. Keywords: Teacher training; Method; Methodology; Science teaching.