Planejamento como estratégia para uma boa prática docente, com um bom uso do material didático.

Abstract

Basic teaching has demonstrated a tireless pursuit of interdisciplinary practice, guided by official documents and research results on the need for active methodologies within teaching practice. In contemporary times, contentism is still very present in science teaching, in the sense of being capable of transmission, from the teacher, still seen as the holder of knowledge, to the students, considered as receivers who absorb and reproduce information. In view of this, the present work aimed to plan, execute and analyze a Didactic Unit present in a Science textbook together with students of the 8th year of elementary school, with the purpose of highlighting the importance of an interdisciplinary approach for good practice teacher and proper use of didactic material. A qualitative research was carried out, during the period from September 2022 to January 2023, the development of the research took place from a problematizing perspective based on the principles of the three pedagogical moments: the initial problematization; the organization of knowledge and the application of knowledge. The present approach was responsible for the detachment of totally content and boring classes through good planning and the precise organization of the didactic material. However, it was possible to affirm the relevance of a good teaching practice, in the face of active methodologies and a good use of didactic material.