Percepções de professores da educação infantil sobre o ensino de ciências da natureza : um estudo em escolas municipais de Sinop - Mato Grosso

Abstract

Early Childhood Education is the foundation for the development of numerous skills and competencies, not only cognitive but also experiential, which are fundamental for understanding the world we live in. In this context, it is understood that the teaching of Natural Sciences promotes the discovery of diverse experiences that stimulate curiosity about natural phenomena and foster Scientific Literacy. Considering the initial and continuous training of teachers, this study presents a theoretical engagement that advocates for practices involving the teaching of Natural Sciences from a perspective of critical knowledge, ensuring that children have their rights guaranteed and highlighted through actions that integrate Science Education and Nature. This research evaluates teachers' perceptions of Science Education in Early Childhood Education, as well as the relationship between natural elements and their pedagogical practices. This is a quantitative study conducted with teachers working in Early Childhood Education in three municipal schools in Sinop, Mato Grosso. Data collection was based on a protocol designed using the Likert scale. The questionnaire, consisting of 49 statements, was divided into six areas: Socioeconomic profile; Teachers' general perception of science and science teaching; The teaching of science and nature in Early Childhood Education; Science teaching, training, and guidance; Understanding of spaces connected to nature; Comprehension of elements and resources from nature. The results indicate that Early Childhood Education teachers have prior knowledge about Science Education and recognize the importance of children learning through nature in diverse environments. However, it is observed that there is a lack of public incentives that could support and enhance this perspective, further highlighting the growing disconnect from the natural world. Based on the results obtained, a guide was developed featuring investigative and playful activities involving the teaching of Natural Sciences and the four elements—water, earth, air, and fire-to support and inspire teachers in implementing Science Education practices connected to nature. Therefore, this research also aims to foster discussions on teaching and learning processes in Science Education, emphasizing the importance of practices that respect the natural world and uphold children's rights to live in a balanced environment.