Ensino de ciências no modelo construtivista: uma revisão narrativa

Abstract

In contrast to the traditional model—centered on content transmission and memorization— constructivist teaching positions the teacher as a facilitator of the educational process, encouraging student agency. This study explores the differences between Science Education through the traditional method and the constructivist approach, respecting the stages of cognitive development described by Jean Piaget. It also highlights the contributions of Lauro de Oliveira Lima, a Brazilian researcher who developed the psychogenetic method of education based on Piagetian constructivism. Drawing from daily classroom experience, the work presents key aspects and practical insights of this methodology, which values student autonomy, active learning, critical thinking development, and meaningful knowledge construction through experimentation and inquiry. The methodology employed consists of a narrative review focused on the constructivist approach, combined with a reflection on the author's teaching experiences in a school that follows the Piagetian constructivist model and Oliveira Lima’s psychogenetic method. In this context, data collection was grounded in academic studies addressing the proposed theme, enriching the qualitative nature of the research. The results indicate the effectiveness of the constructivist approach in Science Education and its benefits for student learning and the development of critical and reflective thinking. The experiences shared demonstrate how this methodology supports a more engaging, contextualized, and relevant Science teaching practice that meets the demands of contemporary education. Therefore, it is concluded that by promoting autonomy, critical thinking, and student protagonism, the Piagetian constructivist approach offers a necessary and effective alternative to the traditional teaching model—especially within the context of Science Education. This practice not only enhances meaningful and contextualized learning but also contributes to the formation of more conscious, inquisitive individuals who are better prepared to face the challenges of the modern world.