Alfabetização científica na educação infantil: percepções dos professores

Abstract

Science is present in our daily lives, which makes it possible to work with Scientific Literacy (SL) from the kindergarten up until the first stage of School Education. However, before we thinking about Scientific Literacy in the classroom, even more in this segment with young children, it is important that teachers are familiar with the term and what it means. We understand that Scientific Literacy is a dialogical process, a condition for the subject's critical insertion in society, which does not occur only at school and can be worked on in this perspective from kindergarten. The research was conducted with 40 teachers working in Kindergarten in Ponta Grossa - PR. The main question of this research is: How are the perceptions and proposals for didactic pedagogical activities related to kindergarten teachers related to Science Teaching from the perspective of Scientific Literacy? To answer it, we analyze the perceptions that Kindergarten teachers have in concern to science education from the perspective of Scientific Literacy. We used as data collection instruments: questionnaires, which were answered online and in person; activities proposals through planning; and audio transcription of the discussions in person meetings of an extension course. Data analysis was based on the proposal Analysis Textual Discourse (DTA) with the Atlas IT 8.0 software support. Through the analyzes carried out, we understand that Kindergarten teachers understand that Scientific Literacy is concern to the scientific learning contents and concepts, that science is present in our lives, and that it is also related to the written code. We conclude that there are elements present in the pedagogical proposals presented by the participants that relate to SL; however, it is necessary to think about training activities related to the theme so that we can work from an SL perspective from kindergarten, taking into account all the specificities that the stage requires.