In view of the transformations that have occurred in society, it is necessary to understand the new configurations that teaching has taken in line with such changes. Science teaching in different aspects is the gateway for students to enter the most effective scientific context, however this stage can also represent students' withdrawal and lack of interest, whether due to the practice used or due to larger problems such as: infrastructure and lack of investment. In this sense, this work aims to analyze the conceptions of students in the 5th grade of Elementary School about science and scientists at a Public School in Humaitá, in state of Amazon, Brazil. Thus, how to understand the conceptions of 5th grade students about science and scientists in the educational context; in addition to promoting an intervention related to the context of science and what it means to be a scientist, and the process of knowledge production; and verify the effectiveness of the intervention in relation to the knowledge produced about science and scientists. The methodology has a qualitative approach, based on interventions using various methodological didactic strategies, using as a research instrument a questionnaire with open questions for students in a 5th grade of a elementary school class at a school in the city of Humaitá. The results were analyzed using Discursive Textual Analysis (ATD) described by Moraes and Galiazzi (2016). The research demonstrated that students are familiar with science content and have some interest in it, although with context difficulties. Therefore, new studies are needed on student perception in order to collaborate with educators in the area and promote more meaningful teaching.
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