Reflexões sobre as possibilidades de inserção da cultura científica na educação infantil: narrativas de experiências educativas sobre minha prática pedagógica

• Autor(a) principal: Ramos, Ana Paula da Silva
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/17078
• topic: Educação; Educação Infantil; Ciências; Abordagem investigativa; subject.br-rjbn

This research aims to understand, through the narrative of what has been experienced, the approximations between scientific culture and early childhood education in the context of pedagogical practices carried out in a CMEI in the municipality of Serra/ES. Based on bibliographical research on ENPEC texts, we saw that between 2015 and 2017, only thirteen texts discuss science learning in early childhood education. Despite different focuses, the texts point to similar challenges and reinforce that pedagogical practices from an investigative perspective contribute to the approximation between scientific culture (VOGT, 2017; RUFFINO, 2012) and childhood cultures (SARMENTO 2002, 2017). In this sense, in a qualitative approach (LÜDKE, ANDRE, 2013), we carried out the identification and description of the pedagogical practices planned and executed by me, as a regent teacher, which evidenced elements of scientific culture in early childhood education. The data were constructed based on experiences and shared through narratives of what was experienced, in which reflections and knowledge production take place in the process of being, in the relationship with the other, with the school. This research model is closer to the diverse reality of everyday school life. The data extracted based on the planning constructions, narrated dialogues with the children, photographic records and monitoring of the pedagogical proposals were discussed in a descriptive analysis configuration by categorization. Thus, it was possible to observe that the investigative approach (LIMA, SANTOS, 2018; SASSERON, 2011, 2015) was present with the introduction of various elements of scientific culture in conjunction with elements present in childhood cultures, enabling experiences, dialogues and meaningful experiences with three- to four-year-olds.