2026-05-262026-05-262026-03-05SANTANA, Claudivane da Silva. Metodologia do ensino de Ciências, aplicada nos anos finais do ensino fundamental em escolas do campo, Porto de Moz-Pa. Orientador: Marcio Rogério da Silva. 2026. 37 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/9558. Acesso em:.https://bdm.ufpa.br/handle/prefix/9558This article analyzes the teaching of Natural Sciences in the final years of Elementary Education in rural schools in the municipality of Porto de Moz, Pará, focusing on teacher education, pedagogical practices, challenges faced in the rural context, and the possibilities of using active methodologies. The study adopts a qualitative approach, based on the application of questionnaires to teachers working in the subject of Sciences/CFB and to enrolled students, as well as on documentary analysis of studies conducted in rural schools in the region, including records from Community Time III and bibliographic research. The results show that the teachers do not have specific initial training in the field of Natural Sciences, a recurring reality in rural schools, which directly impacts pedagogical confidence and methodological diversification. Despite structural limitations and the lack of teaching resources, teachers make efforts to develop contextualized practices, relating scientific content to students’ daily lives and the sociocultural reality of the community. Documentary analysis highlights the predominance of expository and dialogical classes, the reliance on standardized materials, and the fragility of institutional pedagogical support. In this context, active methodologies emerge as promising strategies to promote meaningful learning by encouraging investigation, problem-solving, and student protagonism. It is concluded that strengthening Science teaching in rural schools requires investments in specific teacher training, public policies that consider territorial particularities, and the appreciation of contextualized and critical pedagogical practices aligned with the principles of Rural Education.Acesso AbertoEnsino de CiênciasEducação do campoMetodologias ativasFormação docenteContextualização do ensinoScience teachingRural educationActive methodologiesTeacher educationContextualized teachingCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO RURALTrabalho de Curso - Graduação - Monografia