Elements of the relationship with experimental knowledge in the view of Natural Sciences teachers

Abstract

In this article, we discuss, in the light of the theory of the relationship with knowledge, the relationship between Natural Sciences teachers in Basic Education and experimental practices. For that, we conducted a semi-structured interview that aimed to discuss which relationships with knowledge about experimental activities were built by public school teachers in a municipality in the interior of Mato Grosso do Sul. The analysis shows that the investigated professors have a distorted view of the role of experimental activities in Science Teaching, an aspect possibly caused by fragile relationships with scientific knowledge in the epistemic dimension. In addition, the relevance of the elements of the social dimension is highlighted, built in the relationship with the other and with the world through experiences during the initial training course, which allowed greater contact with experimental practices. Thus, the analysis indicates the need for more significant work in the initial training of teachers, with a (re)signification of experimental activities within the curricula of teacher training courses.