O processo de Iniciação às Ciências na Educação Infantil

concepções de uma professora

Abstract

Children are curious about elements belonging to their surroundings through experiences or day to day living with people around them and, since they are young, they are able to engage with elements of "scientific making". The contributions of the Cultural-Historical Theory present a possible way to overcome mistaken assumptions about the insertion of scientific elements in childhood, as well as signalize possibilities for the engagement of young children with the formation of bases for scientific thinking. With this perspective, this exhibition presents the results of a research project whose goal was to understand how Preschool teachers conceive the process of Science Initiation in childhood, as well as to make considerations about the essential aspects of the pedagogical processes carried out with children. For the effectiveness of the qualitative research, the data were produced from an interview with a kindergarten teacher and organized based on the proposition of thematic axes of analysis: 1) Performance and initial training; 2) Theoretical framework adopted; 3) Evaluation of the incorporation of the National Curriculum Guidelines for Early Childhood Education principles; 4) School structure and organization of the spaces used; 5) Teaching materials; 6) Municipal and teachers' planning; 7) Proposals/interventions with educational situations involving Science and 8) Evaluation of the children's involvement with the proposed actions. The results indicate the articulation between the areas of Science, Early Childhood Education and Cultural-Historical Theory as a potential for the human formation of the young child, with the initiation of Science as a possibility for the effectiveness of this complex process.