Teaching science in the early grades is still a challenge for teachers, as the use of
traditional methodologies arouses little interest in students. In this context, changes
in the teaching scenario through the use of other methodologies are fundamental to
arouse students' interest in science, research and study. Given this, the present work
aimed to conduct a methodological discussion on science teaching in the early years
of elementary school, reflecting a little on the methodologies applied in the classroom
and teacher education. To achieve this goal, the following question was used: “How
could the teacher organize the teaching strategies in order to enable the student to
build / reconstruct their scientific knowledge?”. Next, an analysis of teacher education
was promoted from the methodologies applied in science classes. This study was
conducted with teachers from 1st to 5th grade of elementary school in a private
school in the city of Santarém-Pará. Questionnaires were applied to the teachers of
this school space, through which we tried to debate about the methodology of
teaching-learning in science applied in that school. The results of these
questionnaires demonstrate that the teachers interviewed use various learning and
assessment methods, which are concerned with the learning of their students and
always look for a way to teach a more playful and interesting class, so that their
students can be interested in subject covered. Research has shown that these
teachers are looking for formative assessment to vary their assessment tools. Thus, it
is concluded that the great challenge of the pedagogical practice in the early years is
the investment in the process, the differentiated look of the parents, the respect with
the particularity of each student, and the awareness of the role of teacher in being
responsible for the necessary changes for overcome every day the challenges that
the classroom can bring you.
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