DESAFIOS DA EDUCAÇÃO CIENTÍFICA: ESTUDO DE CASO EM UMA ESCOLA DE ENSINO FUNDAMENTAL EM JARDIM – CE

• DOI: https://doi.org/10.22533/at.ed.801142509058

• Palavras-chave: Alfabetização Científica, Formação docente, Ensino de Ciências, Escola Pública.

• Keywords: Scientific Literacy, Teacher Training, Science Education, Public Schools

• Abstract: ABSTRACT: Cientific education is currently recognized as the primary method for fostering scientific literacy in students, equipping them with essential competencies and skills, while also preparing them for societal engagement and the use of new technologies. In this context, this article aimed to analyze science teaching practices in a public elementary school, identifying key challenges and opportunities for improving science education. A qualitative study was conducted at an elementary school in the municipality of Jardim, Ceará, Brazil, with the participation of the only science teacher for grades 6–9 (Fundamental II). The results reveal the need to rethink pedagogical practices and teaching resources in science classes. The school lacks materials and laboratories for experimental activities, and the textbook remains the primary (and often sole) resource, with lessons centered on reading and traditional exercises. Despite these limitations, students demonstrate interest, curiosity, and active participation in science classes, indicating potential for more inquiry-based approaches. Current science education at the studied school still follows a traditional model, far removed from the ideal of competency-based teaching and scientific literacy. The study concludes that adopting active methodologies (e.g., inquiry-based learning, experimentation) and integrating content with real-world contexts are essential for quality science education in elementary schools.