Alfabetiza????o cient??fica na educa????o infantil
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da Uninove |
Texto Completo: | http://bibliotecatede.uninove.br/handle/tede/2163 |
Resumo: | This dissertation has as its object the teaching perceptions and representations regarding the impacts of Scientific Literacy on Early Childhood Education and on sustainable behavior in children. It understands that Scientific Literacy in Early Childhood Education is a process by which the children begins to appropriate scientific knowledge and manages to make connections between that knowledge and the world around them, so that their cognitive abilities to observe, question, investigate, to argue, to explore and to interpret phenomena of their reality are amplified and are developed. Their search for solutions to the problems of their daily lives and the observation of environmental degradation is enhanced through scientific experiments, concrete and playful pedagogical activities, which will enable them to understand the world in its different dimensions: human, social and cultural. Sustainability is seen as the coexistence relationship that people create with other living beings on the planet, in a dynamic process, transforming the natural environments where they live, without causing environmental degradation or the depletion of natural resources, with a view to survival too future generations. This research seeks to verify if the pedagogical practices of teachers, in Early Childhood Education, involving Scientific Literacy, develop according to the teachers??? opinion, a more sustainable or less sustainable behavior in children. Methodologically, it is a qualitative research, whose instruments of data collection consisted of: (i) instrument for collecting the trend of opinion of teachers, based on the Likert Scale, and (ii) semi-structured in-depth interviews. Both were applied to teachers who work with children aged four and five years old from two early childhood schools in the city of S??o Paulo. The theoretical contribution was based on the approach of Scientific Literacy and sustainability, discussed by Lucia Helena Sasseron, Attico Chassot, Moacir Gadotti, Francisco Guti??rrez, Paulo Freire, Em??lia Ferreiro, Zilma Ramos de Oliveira, with emphasis on the categories literacy, experimentation, children, sustainability and awareness. Final considerations about teaching perceptions and representations reveal that scientifically literate children in early childhood education, when they come into contact with environmental issues, develop more sustainable behavior. Pedagogical proposals that involve concrete and playful experiments awaken, in children, a posture aimed at the preservation of natural resources, care for the Earth and harmonious coexistence with other living beings. In short, they express, in the opinion of the teachers of the research that resulted in this dissertation, more awareness and responsibility for the preservation of the world, reflecting responsibility for the future of the planet and the new generations. |
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Rom??o, Jos?? Eust??quioRom??o, Jos?? Eust??quioDickmann, IvoMafra, Jason FerreiraKeim, Ernesto JacobVercelli, L??gia de Carvalho Ab??eshttp://lattes.cnpq.br/6436402433742305Cardoso, Marcia Aparecida Guimar??es2020-06-25T20:53:19Z2020-05-26Cardoso, Marcia Aparecida Guimar??es. Alfabetiza????o cient??fica na educa????o infantil. 2020. 234 f. Disserta????o( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo.http://bibliotecatede.uninove.br/handle/tede/2163This dissertation has as its object the teaching perceptions and representations regarding the impacts of Scientific Literacy on Early Childhood Education and on sustainable behavior in children. It understands that Scientific Literacy in Early Childhood Education is a process by which the children begins to appropriate scientific knowledge and manages to make connections between that knowledge and the world around them, so that their cognitive abilities to observe, question, investigate, to argue, to explore and to interpret phenomena of their reality are amplified and are developed. Their search for solutions to the problems of their daily lives and the observation of environmental degradation is enhanced through scientific experiments, concrete and playful pedagogical activities, which will enable them to understand the world in its different dimensions: human, social and cultural. Sustainability is seen as the coexistence relationship that people create with other living beings on the planet, in a dynamic process, transforming the natural environments where they live, without causing environmental degradation or the depletion of natural resources, with a view to survival too future generations. This research seeks to verify if the pedagogical practices of teachers, in Early Childhood Education, involving Scientific Literacy, develop according to the teachers??? opinion, a more sustainable or less sustainable behavior in children. Methodologically, it is a qualitative research, whose instruments of data collection consisted of: (i) instrument for collecting the trend of opinion of teachers, based on the Likert Scale, and (ii) semi-structured in-depth interviews. Both were applied to teachers who work with children aged four and five years old from two early childhood schools in the city of S??o Paulo. The theoretical contribution was based on the approach of Scientific Literacy and sustainability, discussed by Lucia Helena Sasseron, Attico Chassot, Moacir Gadotti, Francisco Guti??rrez, Paulo Freire, Em??lia Ferreiro, Zilma Ramos de Oliveira, with emphasis on the categories literacy, experimentation, children, sustainability and awareness. Final considerations about teaching perceptions and representations reveal that scientifically literate children in early childhood education, when they come into contact with environmental issues, develop more sustainable behavior. Pedagogical proposals that involve concrete and playful experiments awaken, in children, a posture aimed at the preservation of natural resources, care for the Earth and harmonious coexistence with other living beings. In short, they express, in the opinion of the teachers of the research that resulted in this dissertation, more awareness and responsibility for the preservation of the world, reflecting responsibility for the future of the planet and the new generations.Esta tesis tiene como objeto las percepciones y representaciones docentes sobre los impactos de la Alfabetizaci??n Cient??fica en la educaci??n de la primera infancia, sobre el comportamiento sostenible en los ni??os. Comprende que la Alfabetizaci??n Cient??fica en la educaci??n de la primera infancia es un proceso por el cual el ni??o comienza a apropiarse del conocimiento cient??fico y logra establecer conexiones entre ese conocimiento y el mundo que lo rodea, de modo que sus habilidades cognitivas para observar, cuestionar, investigar, argumentar, explorar e interpretar los fen??menos de su realidad se amplifican y se desarrollan. Su b??squeda de soluciones a los problemas de su vida cotidiana y la observaci??n de la degradaci??n ambiental se ve reforzada a trav??s de experimentos cient??ficos, actividades pedag??gicas concretas y l??dicas, que les permitir??n comprender el mundo en sus diferentes dimensiones: humana, social y cultural. La sostenibilidad se ve como la relaci??n de coexistencia que las personas crean con otros seres vivos en el planeta, en un proceso din??mico, transformando los entornos naturales donde viven, sin causar degradaci??n ambiental o agotamiento de los recursos naturales, con miras tambi??n a la supervivencia de las generaciones futuras Esta investigaci??n busca verificar si las pr??cticas pedag??gicas de los docentes, en Educaci??n Infantil, que involucran Alfabetizaci??n Cient??fica, se desarrollan de acuerdo con la opini??n de los docentes, un comportamiento m??s sostenible o menos sostenible en los ni??os. Metodol??gicamente, se trata de una investigaci??n cualitativa, cuyos instrumentos de recolecci??n de datos consistieron en: (i) instrumento para recopilar la tendencia de opini??n de los docentes, basado en la Escala Likert y (ii) entrevistas en profundidad semiestructuradas. Ambos se aplicaron a maestros que trabajan con ni??os de cuatro y cinco a??os de dos escuelas de educaci??n infantil en la ciudad de S??o Paulo. La contribuci??n te??rica se bas?? en el enfoque de Alfabetizaci??n Cient??fica y sostenibilidad, discutido por Lucia Helena Sasseron, Attico Chassot, Moacir Gadotti, Francisco Guti??rrez, Paulo Freire, Em??lia Ferreiro, Zilma Ramos de Oliveira, con ??nfasis en las categor??as de alfabetizaci??n, experimentaci??n, ni??os, sostenibilidad y conciencia. Las consideraciones finales sobre las percepciones y representaciones docentes revelan que los ni??os alfabetizados cient??ficamente en la educaci??n de la primera infancia, cuando entran en contacto con problemas ambientales, desarrollan un comportamiento m??s sostenible. Las propuestas pedag??gicas que involucran experimentos concretos y l??dicos despiertan, en los ni??os, una postura dirigida a la preservaci??n de los recursos naturales, el cuidado de la Tierra y la convivencia armoniosa con otros seres vivos. En resumen, expresan, en la opini??n de los profesores sujetos a la investigaci??n que result?? en esta disertaci??n, m??s conciencia y responsabilidad por la preservaci??n del mundo, reflejando la responsabilidad por el futuro del planeta y las nuevas generaciones.A presente disserta????o tem como objeto as percep????es e representa????es de docentes a respeito dos impactos da Alfabetiza????o Cient??fica na Educa????o Infantil, especialmente no comportamento sustent??vel em crian??as. Entende que a Alfabetiza????o Cient??fica na Educa????o Infantil ?? um processo pelo qual a crian??a come??a a se apropriar de conhecimentos cient??ficos e consegue fazer conex??es entre esses conhecimentos e o mundo ao seu redor, de modo que suas habilidades cognitivas de observar, questionar, investigar, argumentar, explorar e interpretar fen??menos de sua realidade sejam ampliadas e sejam desenvolvidas. A busca delas por solu????es para os problemas do pr??prio cotidiano e a constata????o da degrada????o do ambiente ?? potencializada mediante experimenta????es cient??ficas, atividades pedag??gicas concretas e l??dicas, que lhes possibilitar??o entender o mundo em suas diferentes dimens??es: humana, social e cultural. A sustentabilidade ?? vista como a rela????o de conviv??ncia que as pessoas criam com outros seres vivos no planeta, em um processo din??mico, transformando os ambientes naturais onde vivem, sem provocar a degrada????o ambiental ou o esgotamento dos recursos naturais, tendo em vista a sobreviv??ncia tamb??m das futuras gera????es. Esta pesquisa busca verificar se as pr??ticas pedag??gicas das docentes, na Educa????o Infantil, envolvendo a Alfabetiza????o Cient??fica, desenvolvem segundo a opini??o das docentes, um comportamento mais sustent??vel ou menos sustent??vel nas crian??as. Metodologicamente, trata-se de uma pesquisa quantiqualitativa, cujos instrumentos de coleta de dados se constitu??ram por: (i) instrumento de coleta de tend??ncia de opini??o dos docentes, com base na Escala Likert e (ii) entrevistas em profundidade semiestruturadas. Ambos foram aplicados as docentes que atuam com crian??as de quatro e cinco anos de idade de duas escolas de Educa????o Infantil do munic??pio de S??o Paulo. O aporte te??rico fundamentou-se na abordagem da Alfabetiza????o Cient??fica e sustentabilidade, debatidas por Lucia Helena Sasseron, Attico Chassot, Moacir Gadotti, Francisco Guti??rrez, Paulo Freire, Em??lia Ferreiro, Zilma Ramos de Oliveira, com destaque para as categorias alfabetiza????o, crian??as, experimenta????o, sustentabilidade e consci??ncia. As considera????es finais sobre as percep????es e representa????es docentes revelam que as crian??as alfabetizadas cientificamente na Educa????o Infantil, ao entrarem em contato com as quest??es ambientais, desenvolvem um comportamento mais sustent??vel. Propostas pedag??gicas que envolvem experimenta????es concretas e l??dicas despertam, nas crian??as, uma postura voltada para a preserva????o dos recursos naturais, do cuidado com a Terra e da conviv??ncia harmoniosa com outros seres vivos. Em suma, exprimem, na opini??o das docentes sujeitos da pesquisa de que resultou esta disserta????o, mais consci??ncia e responsabilidade para com a preserva????o do mundo, refletindo responsabilidade para com o futuro do planeta e das novas gera????es.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2020-06-25T20:53:19Z No. of bitstreams: 1 M??rcia Aparecida Cardoso.pdf: 5696441 bytes, checksum: 23f2e05eb7a767835bba6ba43cddc9e7 (MD5)Made available in DSpace on 2020-06-25T20:53:19Z (GMT). No. of bitstreams: 1 M??rcia Aparecida Cardoso.pdf: 5696441 bytes, checksum: 23f2e05eb7a767835bba6ba43cddc9e7 (MD5) Previous issue date: 2020-05-26application/pdfporUniversidade Nove de JulhoPrograma de P??s-Gradua????o em Educa????oUNINOVEBrasilEduca????oalfabetiza????oci??nciainf??nciasustentabilidadeecopedagogialiteracyscientificchildhoodsustainabilityecopedagogyalfabetizaci??ncienciainfanciasostenibilidadecopedagogiaCIENCIAS HUMANAS::EDUCACAOAlfabetiza????o cient??fica na educa????o infantilAlfabetizaci??n cient??fica en la educaci??n infantilinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALM??rcia Aparecida Cardoso.pdfM??rcia Aparecida Cardoso.pdfapplication/pdf5696441http://localhost:8080/tede/bitstream/tede/2163/2/M%C3%A1rcia+Aparecida+Cardoso.pdf23f2e05eb7a767835bba6ba43cddc9e7MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/2163/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/21632020-06-25 17:53:19.666oai:localhost: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Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2020-06-25T20:53:19Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false |
dc.title.por.fl_str_mv |
Alfabetiza????o cient??fica na educa????o infantil |
dc.title.alternative.spa.fl_str_mv |
Alfabetizaci??n cient??fica en la educaci??n infantil |
title |
Alfabetiza????o cient??fica na educa????o infantil |
spellingShingle |
Alfabetiza????o cient??fica na educa????o infantil Cardoso, Marcia Aparecida Guimar??es alfabetiza????o ci??ncia inf??ncia sustentabilidade ecopedagogia literacy scientific childhood sustainability ecopedagogy alfabetizaci??n ciencia infancia sostenibilidad ecopedagogia CIENCIAS HUMANAS::EDUCACAO |
title_short |
Alfabetiza????o cient??fica na educa????o infantil |
title_full |
Alfabetiza????o cient??fica na educa????o infantil |
title_fullStr |
Alfabetiza????o cient??fica na educa????o infantil |
title_full_unstemmed |
Alfabetiza????o cient??fica na educa????o infantil |
title_sort |
Alfabetiza????o cient??fica na educa????o infantil |
author |
Cardoso, Marcia Aparecida Guimar??es |
author_facet |
Cardoso, Marcia Aparecida Guimar??es |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Rom??o, Jos?? Eust??quio |
dc.contributor.referee1.fl_str_mv |
Rom??o, Jos?? Eust??quio |
dc.contributor.referee2.fl_str_mv |
Dickmann, Ivo |
dc.contributor.referee3.fl_str_mv |
Mafra, Jason Ferreira |
dc.contributor.referee4.fl_str_mv |
Keim, Ernesto Jacob |
dc.contributor.referee5.fl_str_mv |
Vercelli, L??gia de Carvalho Ab??es |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6436402433742305 |
dc.contributor.author.fl_str_mv |
Cardoso, Marcia Aparecida Guimar??es |
contributor_str_mv |
Rom??o, Jos?? Eust??quio Rom??o, Jos?? Eust??quio Dickmann, Ivo Mafra, Jason Ferreira Keim, Ernesto Jacob Vercelli, L??gia de Carvalho Ab??es |
dc.subject.por.fl_str_mv |
alfabetiza????o ci??ncia inf??ncia sustentabilidade ecopedagogia |
topic |
alfabetiza????o ci??ncia inf??ncia sustentabilidade ecopedagogia literacy scientific childhood sustainability ecopedagogy alfabetizaci??n ciencia infancia sostenibilidad ecopedagogia CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
literacy scientific childhood sustainability ecopedagogy |
dc.subject.spa.fl_str_mv |
alfabetizaci??n ciencia infancia sostenibilidad ecopedagogia |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This dissertation has as its object the teaching perceptions and representations regarding the impacts of Scientific Literacy on Early Childhood Education and on sustainable behavior in children. It understands that Scientific Literacy in Early Childhood Education is a process by which the children begins to appropriate scientific knowledge and manages to make connections between that knowledge and the world around them, so that their cognitive abilities to observe, question, investigate, to argue, to explore and to interpret phenomena of their reality are amplified and are developed. Their search for solutions to the problems of their daily lives and the observation of environmental degradation is enhanced through scientific experiments, concrete and playful pedagogical activities, which will enable them to understand the world in its different dimensions: human, social and cultural. Sustainability is seen as the coexistence relationship that people create with other living beings on the planet, in a dynamic process, transforming the natural environments where they live, without causing environmental degradation or the depletion of natural resources, with a view to survival too future generations. This research seeks to verify if the pedagogical practices of teachers, in Early Childhood Education, involving Scientific Literacy, develop according to the teachers??? opinion, a more sustainable or less sustainable behavior in children. Methodologically, it is a qualitative research, whose instruments of data collection consisted of: (i) instrument for collecting the trend of opinion of teachers, based on the Likert Scale, and (ii) semi-structured in-depth interviews. Both were applied to teachers who work with children aged four and five years old from two early childhood schools in the city of S??o Paulo. The theoretical contribution was based on the approach of Scientific Literacy and sustainability, discussed by Lucia Helena Sasseron, Attico Chassot, Moacir Gadotti, Francisco Guti??rrez, Paulo Freire, Em??lia Ferreiro, Zilma Ramos de Oliveira, with emphasis on the categories literacy, experimentation, children, sustainability and awareness. Final considerations about teaching perceptions and representations reveal that scientifically literate children in early childhood education, when they come into contact with environmental issues, develop more sustainable behavior. Pedagogical proposals that involve concrete and playful experiments awaken, in children, a posture aimed at the preservation of natural resources, care for the Earth and harmonious coexistence with other living beings. In short, they express, in the opinion of the teachers of the research that resulted in this dissertation, more awareness and responsibility for the preservation of the world, reflecting responsibility for the future of the planet and the new generations. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-06-25T20:53:19Z |
dc.date.issued.fl_str_mv |
2020-05-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Cardoso, Marcia Aparecida Guimar??es. Alfabetiza????o cient??fica na educa????o infantil. 2020. 234 f. Disserta????o( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/handle/tede/2163 |
identifier_str_mv |
Cardoso, Marcia Aparecida Guimar??es. Alfabetiza????o cient??fica na educa????o infantil. 2020. 234 f. Disserta????o( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo. |
url |
http://bibliotecatede.uninove.br/handle/tede/2163 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.relation.confidence.fl_str_mv |
600 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Nove de Julho |
dc.publisher.program.fl_str_mv |
Programa de P??s-Gradua????o em Educa????o |
dc.publisher.initials.fl_str_mv |
UNINOVE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educa????o |
publisher.none.fl_str_mv |
Universidade Nove de Julho |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da Uninove instname:Universidade Nove de Julho (UNINOVE) instacron:UNINOVE |
instname_str |
Universidade Nove de Julho (UNINOVE) |
instacron_str |
UNINOVE |
institution |
UNINOVE |
reponame_str |
Biblioteca Digital de Teses e Dissertações da Uninove |
collection |
Biblioteca Digital de Teses e Dissertações da Uninove |
bitstream.url.fl_str_mv |
http://localhost:8080/tede/bitstream/tede/2163/2/M%C3%A1rcia+Aparecida+Cardoso.pdf http://localhost:8080/tede/bitstream/tede/2163/1/license.txt |
bitstream.checksum.fl_str_mv |
23f2e05eb7a767835bba6ba43cddc9e7 bd3efa91386c1718a7f26a329fdcb468 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE) |
repository.mail.fl_str_mv |
bibliotecatede@uninove.br||bibliotecatede@uninove.br |
_version_ |
1811016878226669568 |