Formação continuada de professores: abordagens sobre o conhecimento físico na educação infantil

Abstract

This research investigates the contribution of a continuing education process to broadening early childhood education teachers' understanding of physical knowledge and its pedagogical possibilities. It is grounded in the recognition that, although science education at this stage is fundamental for developing investigative thinking, gaps in teacher training persist — particularly regarding how physical phenomena are addressed in ways that are contextualized, playful, and appropriate for the specific nature of childhood. In this study, physical knowledge is understood as that which relates to the exploration of natural phenomena through observation, experimentation, and children's interaction with objects and materials, covering topics such as surface tension, static electricity and pressure. Consequently, the study aims to analyze teachers' participation in a continuing education process focused on physical knowledge, seeking to understand how this training experience influences their conceptions, practices, and pedagogical outputs. Specifically, the objectives are to: understand teachers' perceptions regarding the inclusion of physical knowledge in early childhood education; reflect on the experiences, challenges, and learning acquired throughout the training; analyze the didactic sequences developed by the teachers; and structure — as an educational product — a continuing education proposal based on the identified training needs. This is a qualitative, applied research study conducted at the Telma Vitória Laboratory School (Colégio de Aplicação) of the Federal University of Alagoas (UFAL) in Maceió, involving early childhood education teachers. Data collection involved questionnaires, records of training activities, observations, and analysis of the didactic sequences produced by the participants. Data analysis employed Content Analysis, as proposed by Bardin (2011), enabling the identification of meanings, recurring themes, and patterns in questionnaire responses, activity records, and teacher-produced materials. The results indicate that continuing education contributed to broadening teachers' understanding of physical knowledge, fostering the adoption of pedagogical practices based on experimentation, the use of accessible materials, and the valuing of children's curiosity. Furthermore, greater teacher confidence was observed in addressing physical phenomena in a contextualized, investigative, and meaningful manner, linking the principles of the National Common Curricular Base (BNCC), the National Curricular Guidelines for Early Childhood Education (DCNEI), and the National Curricular Framework for Early Childhood Education (RCNEI) to the children's concrete experiences. It is concluded that continuing education — when structured around teachers' needs and integrated with pedagogical practices — serves as a significant strategy for enhancing science education in early childhood settings, contributing to the promotion of investigative experiences and the development of scientific literacy from the earliest years of schooling.