2026-01-262026-01-262019-02-14OTONY, Deivide Hugo da Silva; NASCIMENTO, João Paulo Pacheco do. Práticas docentes no ensino de ciências: um estudo de caso no município de Breves, Marajó. Orientadora: Nívia Magalhães da Silva Freitas. 2019. 33 f. Trabalho de Curso (Licenciatura em Ciências Naturais) – Faculdade de Ciências Naturais, Campus Universitário de Breves, Universidade Federal do Pará, Breves, 2019. Disponível em: https://bdm.ufpa.br/handle/prefix/9123. Acesso em: .https://bdm.ufpa.br/handle/prefix/9123Teaching and learning, nowadays, experience many transformations. However, despite all this scenario, the teaching of science is in crisis. It is also evidenced a teaching impregnated by traditional or rationalistic didactic modalities, that little mobilize the students. The present work had the objective of apprehending the aspects that constitute the teaching practices, in the space / time of the classroom, notably as to its limits and challenges, in the scope of Science teaching. Motivated in understanding the dynamics of the actions that develop there, we justify the present work. This is a qualitative research, in the case study modality. In order to reach the research objectives, we adopted as a data collection strategy the direct observation of the classes of (4) four science teachers, precisely those who work in the 6th to 9th year of elementary education, in two (2) of the urban area of the municipality of Breves-PA. In order to do this, we use a previously established script to record the aspects related to the teaching activity (content taught, teaching strategies, teaching resources, evaluation, pupil-teacher relationship, etc.), specifically a set of classes that corresponds to the development of a theme / chapter (beginning / end). The annotations made in the direct observation were recorded in a logbook of the researchers. The analysis of the data was performed through the interpretative analysis. From the immersion in the collected data, we evidenced the predominance of the traditional style of teaching with the conduction of the classes in an expositive way, most of them non-dialogued. In addition, we also observed that the textbook was the didactic resource most used as support in the classes, when it was not the only resource. In this sense, we understand that classroom space needs to be transformed, and we believe that the most appropriate way is for the teacher to continue training, so that he does not continue to be a mere reproducer of knowledge, and from his practices realize the importance of their role as a teacher.Acesso AbertoPrática docenteEnsino de ciênciasModalidades didáticasTeaching practiceScience teachingDidactic modalitiesCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINOTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil