O laboratório invisível: desafios da prática experimental no ensino de ciências e biologia em uma escola do interior de São Paulo

Abstract

Didactic experimentation is recognized as a fundamental element in the process of constructing scientific knowledge, as highlighted by studies in the field of education. However, a gap can be observed between the discourse present in official documents which emphasize investigative methodologies and experimental practices and the school reality, which is predominantly characterized by expository and theoretical classes. Based on this premise, the present study aimed to investigate the frequency, conditions of implementation, and students’ perceptions regarding experimental activities in the school context. The research adopted a mixed-methods approach (quantitative and qualitative), with a descriptive and exploratory nature, and was conducted in a public state school located in the interior of São Paulo State, Brazil. Data collection was carried out through the administration of a structured questionnaire to students in the final years of elementary education and in high school. The results revealed a low Frequency or even absence of laboratory practices, with most students rarely participating in practical activities, despite demonstrating greater interest and improved understanding of content when such activities are implemented. Furthermore, it was found that many schools lack laboratory facilities, and even when adequate infrastructure is available, it is not effectively utilized. This situation constitutes what is referred to in this study as the “invisible laboratory.” These findings indicate the presence of limiting factors related to school management, teacher training, and curriculum organization, compounded by the current reduction in instructional hours for science subjects due to the implementation of the new high school model. It is concluded that the insufficient integration between theory and practice in science education undermines the teaching-learning process and, consequently, the quality of school scientific education. Therefore, it is necessary to rethink structural conditions as well as pedagogical and institutional strategies in order to effectively implement didactic experimentation in science teaching.