2026-05-222026-05-222026-03-04BARBOSA, Elder Fernandes. Práticas docente na disciplina de ciências nos anos finais do ensino fundamental na EMEF Alberto Torres. Orientador: Mateus da Silva Oliveira. 2025. 26 f. Trabalho de Conclusão de Curso (Licenciado em Educação do Campo) - Faculdade de Etnodiversidade, Campus Universitário de Altamira, Universidade Federal do Pará, Porto de Moz, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9554. Acesso em:.https://bdm.ufpa.br/handle/prefix/9554This work stems from investigative experiences developed in the curricular components Community Time II, III, IV, V, and VI, articulated with the Supervised Internship, with the empirical field being the pedagogical practices in science teaching in Elementary School (6th to 9th grade) at EMEF Alberto Torres. The research was guided by the problematization of the structural, institutional, and didactic-methodological challenges that permeate teaching practice, as well as the formative potential that emerges from this educational context. Anchored in a qualitative approach, the study sought to understand the school's daily life as a complex social space, constituted by multiple material, symbolic, and pedagogical determinations. To this end, different data production instruments were mobilized: semi-structured interviews with the supervising teacher, participant and non-participant observation of the school environment, document analysis of lesson plans, and teaching practice. The results reveal a scenario marked by tensions between curricular prescriptions and the concrete conditions for the effective implementation of teaching. Among the main obstacles, physical-structural and administrative limitations stand out, such as restricted access to technological resources—potentially capable of expanding investigative methodologies—recurring interruptions in school transportation due to mechanical and financial problems, the lack of a science laboratory, and insufficient or outdated teaching materials. These constraints directly affect the organization of teaching time, methodological diversification, and the performance of experimental activities, essential elements of school science education. Despite these adversities, the presence of teachers demonstrating a high level of ethical and pedagogical commitment was observed, mobilizing professional knowledge, didactic creativity, and alternative strategies to ensure the quality of teaching. In this sense, teaching practice reveals itself as a space for critical mediation, resistance, and reinvention, even if limited by structural factors that extend beyond the individual sphere of the teacher. It is concluded that the challenges identified are not isolated phenomena of the investigated school reality, but express systemic weaknesses in the educational field that demand continuous, structuring, and socially committed public policies.Acesso AbertoEnsino de ciênciasEnsino-aprendizagemEducação do campoScience educationTeaching and learningRural educationCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO RURALTrabalho de Curso - Graduação - Monografia