SCIENCE UNDERSTANDINGS OF AMAZONIAN RIVERINE CHILDREN

• Autor(a) principal: Fonseca, Ana Paula Melo
• Data de Publicação: 2019
• Outros Autores: Terán, Augusto Fachín, Fonseca, Marlece Melo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/7834
• topic: Ciência na Educação Infantil; Escola ribeirinha; Espaços Não Formais; Amazônia.; Science in Early Childhood Education; Riverine School; Non-Formal Spaces; Amazon

Children are cognitively gifted individuals, and should not be seen only as beings of little age and recipients of adult actions. They learn through interactions in different social contexts and think according to their own logic. The purpose of this study was to understand the understanding about children's science in Early Childhood Education in a riverside school in the municipality of Parintins-AM. The study is qualitative in nature. The research subjects were 15 children from Early Childhood Education. Data were collected during a semester, using participant observation techniques; conversation wheel, free reports, and drawing activity. The information sharing during the carried out activities aroused in the children a different point of view for the presence of science in their daily life. The vision of science of children is linked to the transformation of nature by human action. Riverine children learn about science through their experiences in the community and at school. Developing with them activities that arouse the opportunity to express their thinking about the world and about science is a form of appreciation, since it is a being that builds its own knowledge.