SCIENCE EDUCATION IN PUBLIC SCHOOLS OF PARÁ: THEORY AND PRACTICE AS STRATEGIES FOR HIGH-QUALITY TEACHING

Abstract

Science education in public schools constitutes a fundamental element for the critical development of students, enabling them to understand natural, technological, and social phenomena that shape contemporary life through citizenship-oriented education. The relevance of this topic stems from the need to overcome traditional teaching practices centered on memorization, which may contribute to learning difficulties. In this context, the promotion of methodologies that integrate theory and practice as a way to enhance the teaching process becomes essential for achieving quality education. Based on this perspective, the present study aims to analyze how the articulation between theory and practice can be used as a pedagogical strategy for a more meaningful, critical, and contextualized science education. The research was developed through a theoretical-investigative methodology based on the analysis of academic references and scientific articles obtained from the SciELO platform and the CAPES Journal Portal, as well as studies addressing pedagogical practices and educational policies. This approach made it possible to identify the main challenges faced by public schools, such as insufficient infrastructure, lack of teaching materials, limited teacher training, and difficulties in implementing investigative methodologies. The theoretical findings show that practices integrating theory and practice, such as experiments, investigative projects, contextualized activities, and problem-solving approaches, promote greater student engagement, expand content understanding, and strengthen scientific skills that are relevant to the teaching process. Furthermore, they indicate that the integration of different pedagogical approaches contributes to the creation of a more dynamic and participatory learning environment. It is concluded that improving science education in public schools depends on the adoption of strategies that value the relationship between theory and practice, as well as on structural and educational investments that enable their effective implementation, such as the establishment of interdisciplinary laboratories. The study reinforces the importance of educational policies that promote real conditions for quality education.