TEACHING METHODOLOGIES IN HUMAN SCIENCES IN BASIC EDUCATION

IN SEARCH OF MEANINGS AND POSSIBILITIES

Abstract

During a scenario of profound changes in paradigms in the educational sphere, resulting from the establishment and implementation of a National Common Curricular Base (BRASIL, 2018) and the consequent structuring of the São Paulo Curriculum (SÃO PAULO, 2019), many teachers from the São Paulo public network regular education students have been wondering about how and what to teach. Faced with this, the following problem arose: how have teachers been teaching and what training support do they need? Based on these problems, a questionnaire was designed for educators who teach Human Sciences subjects in one of the Teaching Directorates, to identify which are the emergencies to be satisfied and, as results obtained with the collection of data from one hundred and four (104) employees, found that the difficulties refer to knowledge and use of teaching methodologies, methods, resources, strategies, and teaching techniques. From the data obtained, we chose to address the different roles of the school, the teacher, and the student, in addition to the ideologies present in the different pedagogical trends, to then delve deeper into the topic of teaching methods and strategies through a qualitative approach, using bibliographical research as procedures. (GIL, 2002). Its general objective was to present work possibilities for teachers, with a view to different pedagogical trends and based on the specificities that the Human Sciences area has. For specific objectives, expose pedagogical trends, as a way of pointing out the possible roles of the school, the student, and the teacher; conceptually clarify the elements that are related to the teaching/learning process, namely: methodology, methods, techniques, evaluation, resources, and teaching procedures. Furthermore, point out Gallo's (2009) methodological approach as a possibility of teaching in the field of Human Sciences. As a result, a possibility of a didactic sequence was identified without having to expropriate the characteristics and qualities of the area. The sequence involves surveying, awareness, investigation, and conceptualization (SPIC), in addition to the presentation of results and their appropriate records, synthesis.