A ressignificação do laboratório de ciências da natureza de uma escola pública no âmbito do Programa Residência Pedagógica

Abstract

One of the alternatives that can be used to overcome the traditional lessons
of natural sciences is to provide experimental activities in the school
laboratory. However, it is known that in the current scenario, not all Brazilian
schools have a space designated for this purpose, making it difficult to
diversify classes and enhance students' skills. It is worth pointing out that,
besides the construction and organization of a physical space for the
laboratory, it is essential to create appropriate methodologies to improve the
practical classes. Therefore, the teacher becomes a crucial agent for the
promotion of practices that favor student learning, prioritizing activities that
articulate scientific knowledge with everyday life. Thus, the aim of this paper
is to present the results of a project developed under the Programa de
Residência Pedagógica at the Universidade Federal de Itajubá (UNIFEI),
which aimed to give new meaning to the use of the science laboratory of a
state school in the city of Itajubá - MG, through the organization of the space
for the laboratory and the preparation of experimental teaching guides for
teachers. Moreover, from the application of a questionnaire to students and
the collection of statements from a teacher, it was possible to identify the
perceptions about the use of this space and the improvements made in the
school environment. The changes were significant for the school, being
fundamental for the expansion of practical classes promoted by teachers and
also contributing to make laboratory practices more dynamic.