Concepções dos professores de educação infantil sobre o ensino de ciências naturais

Abstract

This study aimed to analyze how the conceptions of Kindergarten teachers about the Teaching of Natural Sciences can promote reflection and the organization of significant pedagogical actions in this first stage of Basic Education. As well as discussing actions intentionally organized by the teacher in their Teaching actions so that the child interacts with the environment, understands it and participates in its transformations, enabling the construction of knowledge from the initial stages of formal education without losing focus, thinking about a developmental learning process. When we refer to Science Teaching in Early Childhood Education, we emphasize the possibility of children developing their potential to understand what is around them, recognizing themselves as a subject of rights, building their own autonomy through intentional and organized pedagogical actions, in a perspective distant from the plastered teaching, which understands the child as a tabula rasa. As a theoretical framework, we use the following authors: Saviani (2006), Marsiglia (2011), Arce; Silva and Varotto (2011), among others. This study consists of a reflection on the importance of Science Teaching for the integral development of children, with the relevance of showing that all children have potential, are thinking subjects who build hypotheses from an early age. In order to reach the proposed objectives, we applied questionnaires with Kindergarten teachers in the city of Maceió, Alagoas. The responses of 12 teachers were analyzed. It was possible to make a content analysis of the teachers' answers and deepen the subject thinking about new possibilities and strategies for Science Teaching in Early Childhood Education from the perspective of historical-critical pedagogy.