The main focus of this work is the methodologies of science classes in a field school. Its
research problem: how can a differentiated class contribute to the teaching and learning
process in the science discipline in the final years of elementary school? The research aims to
analyze how the teaching of this discipline has been given in the schools of the field and how
the contribution of a differentiated class can be important and successful for those involved.
In this work, the results obtained in Supervised Internship II, developed through the Course of
Field Education, at José Bonifácio school were used. Its methodological approach is
qualitative in nature. The collected data were obtained through participant observation and
research. The results presented show that the use of practical classes through simple and
accessible resources brought many positive results, enabling the dynamic of classes and
establishing an important relationship between the student, content worked and his way of
life, which allowed the exchange of knowledge between student and teacher. Despite the
numerous difficulties in the development of differentiated classes, it was possible to conclude
that the science class, in addition to the textbook, enables a more attractive way to teach the
contents, making students more interested in the classes using these alternatives.
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