Ensino de ciências na educação infantil: uma análise dos indicadores de alfabetização científica a partir de uma sequência de atividades em uma perspectiva investigativa

Abstract

Science Teaching allows the perception of phenomena and their implications in human life, and in their surroundings, such perceptions are developed from the investigative property, generating argumentative capacity in the subjects and constant search for answers, as Science is alive and if makes it a constant need for knowledge. When included in the curriculum from Early Childhood Education, Science Teaching creates possibilities for the child to understand the phenomena that are present in everyday life, giving real and non-magical explanations, building bases for abstract thinking, based on interaction and orality/argumentation. In this sense, this research is developed within the scope of the Postgraduate Program in Science and Mathematics Teaching, together with the Federal University of Alagoas, within the line of research Knowledge and Teaching Practices and aims to investigate how indicators can be developed in Early Childhood Education, contributing to Scientific Literacy, based on the theme of Water. To this end, the research is qualitatively based, using application research as a technique and as collection instruments, photos, videos, audios and training diary. As theoretical contributions, some official documents were used, some that occupy the historical plane, such as the Curricular Reference for Early Childhood Education (RCNEI), and those in force, such as the National Guidelines for Early Childhood Education (DCNEI), the Law on Education Guidelines and Bases (LDB) and the National Common Curricular Base (BNCC) for Early Childhood Education, among others. As a basis for thinking about Science Teaching, we have Chassot (2002) Carvalho (2002, 2009, 2012, 2015, 2017), Sasseron (2008), Pizarro (2014), among others who collaborated to understand how Science knowledge is constructed together with the Young Child/student, taking water as the theme and doing justice to methodological elements that support collaborative investigative experiences for the development of curiosity, discoveries and argumentation and consequently Scientific Literacy. In view of the above, from the application of the Educational Product and subsequent analyses, it was possible to perceive the development of Scientific Literacy Indicators in children in Early Childhood Education, being: Articulating Ideas and Arguing, the IAC most present in children, demonstrating that even at a young age the child can build relationships between the context and Science and defend their points of view, inferring their abilities to organize their thoughts and participate in speaking situations. Problematizing and Investigating were presented by a smaller number of children, as well as Reading and Writing in Science, as these depend on a greater degree of cognitive maturity, as well as opportunities for experiences that contribute to mental processes at a higher level of abstraction.