Alfabetização científica de professores da educação infantil : um ambiente de aprendizagem na perspectiva ciência, tecnologia, sociedade e ambiente

Abstract

The teaching of Natural Sciences in Early Childhood Education has been gaining prominence in research in the area of education and in teaching practices, promoting new ways of thinking about teaching at this stage of education. In this context, this study aimed to structure a learning environment in the format of a blog with instructional materials based on the assumptions of Education Science – Technology – Society – Environment (CTSA) to support the work of Early Childhood Education teachers in approaching topics of Natural Sciences. The methodology adopted was a qualitative approach, of the participative pedagogical intervention type, enabling the understanding of the investigative process that took place in an Early Childhood Education unit in the Municipality of Sinop/MT. Thus, a systematization process of relevant aspects to be considered when planning training strategies was implemented based on the assumptions of CTSA Education, the Early Childhood Education Curricular Guidelines (DCNEI), the National Common Curricular Base (BNCC) and training needs teacher when teaching Natural Sciences themes to compose the learning environment. Pedagogical actions were planned to work on teaching Natural Sciences from the perspective of CTSA Education. The intervention adopted was a training action that took place in six meetings of a Study Circle, with 12 Early Childhood Education teachers as participants. The instruments used to obtain the data were photographs, audio recordings, question guides, written records and reports made by the researcher based on the feedback on the activities proposed in the meetings. To interpret the data, Content Analysis was used. Data analysis was organized into 3 categories: 1) Teachers' understanding of what the Early Childhood Education legal documents propose about the curriculum and its relationship with the teaching of Natural Sciences. 2) Teachers' knowledge of the principles of CTSA Education and its implementation in pedagogical practices and training actions from this perspective. 3) Self-training from the Study Circle and the Virtual Learning Environment - Blog to support the work of teachers, as a formative agent of knowledge and culture. From the analyzes it was evident that it is possible, through a learning environment in the format of a blog, to support the work of Early Childhood Education teachers in order to teach topics related to Natural Sciences based on the assumptions of CTSA Education of in order to promote the Scientific Literacy of teachers, and the promotion of learning knowledge for teaching for pedagogical actions from this perspective. As a final product of this study, we developed a Virtual Learning Environment - Blog to serve as support for Early Childhood Education teachers, who, through studies already carried out, will be able to adapt or expand them, depending on the sociocultural context of their school and of their students, and the themes they intend to address in their experiences. The material included in this product is organized into two parts: the theoretical part that will make it possible to make the necessary reflections on Early Childhood Education, CTSA Education and the practical part covering three didactic sequences with different methodologies in accordance with the principles of CTSA Education.