Teaching practices that include STS in early years: bases for curriculum (de) construction

• Autor(a) principal: Cordeiro, Robson Vinicius
• Data de Publicação: 2016
• Outros Autores: Sgarbi, Antonio Donizetti
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v8i1.12013

This text is an excerpt from a professional master’s research in Education in Science and Mathematics which sought to investigate pedagogical actions that would enable the full development of the student from the first year of elementary school, starting from actions capable to potentialize the dialogue between scientific literacy and linguistic literacy practices. This is a qualitative study, with approaches to research-action, conducted in a public school in Cariacica/Espírito Santo/ Brazil in 2014. Participated in the research two teachers-pedagogues; 53 students between six and seven years; school pedagogue; and the researchers themselves. Eight meetings were planned, systemized in nine thematic motivated by the theme “life”, taking as generating experimental practice the construction and monitoring of a terrarium. At the end of the study were noted evidence of scientific literacy process in dialogic interventions and activities carried out by the students, as it was realized that the teaching of science need not be separated from literacy practices, but rather, can actively participate in the process of appropriation and understanding of alphabetic writing system.