Formação de professores para o ensino de ciências na educação infantil sob a perspectiva da pedagogia histórico-crítica: limites e possibilidades

Abstract

The present research is the result of the approximations between Science Teaching and Critical-Historical Pedagogy perceived by the author as a Master's student at the Federal University of Alagoas. Its main goal is to analyze the possibilities and limits of the contribution of Critical-Historical Pedagogy to the continuing education of preschool teachers, considering the teaching of science in preschool. This is a qualitative study with an action-research approach, using structured and semi-structured interviews as instruments for data collection. The central question of this study is: does the application of the extension course, focusing on PHC and science teaching in early childhood education, contribute to the training/improvement of teachers who are already teaching at this stage of basic education? The theoretical framework is based on the formulations of critical-historical pedagogy and cultural-historical psychology, especially in the following productions: Vygotsky (1991); Duarte (2015); Gama (2015; 2020); Lazaretti (2016); Marsiglia (2009; 2011); Martins and Duarte (2010); Pasqualini (2006; 2011; 2016) and Saviani (2003; 2019). To achieve the proposed objective, we will carry out the following methodological procedures: 1) diagnostic evaluation about the eventual previous knowledge of teachers in relation to the research theme; 2) realization of a continuing education minicourse about the research theme; 3) procedural evaluation that will take place during the extension course and with the use of a final questionnaire, and 4) analysis of the results obtained. It is expected that the continued formation, based on historical-critical Pedagogy, will provide practices that overcome empiricism and are made possible by voluntary and conscious pedagogical practices, enabling a process of construction of the valorization of the human being, a being that is constructed from mediation with dialogicity