Ensino de ciências na educação infantil: brincando e construindo conhecimento científico

• Autor(a) principal: Silva, Gizelda Gomes da
• Data de Publicação: 2015
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/42463
• topic: Brincadeiras; Play; Ensino por investigação; Education for Investigation; Educação Infantil; Childhood Education; Construção do conhecimento científico; Construction of Scientific knowledge.; Educação

It is pertinent to teacher of Early Childhood Education proposes activities that meets the requirements of integral development of children, but also to the school and classrooms adapted and cozy places for meaningful learning of those children. By taking into account the daily school life of early childhood education, combining the jokes with the construction of scientific knowledge this work aimed to observe the construction of scientific knowledge in children in situations of free play in school spaces in kindergarten. As an epistemological contribution, we support our considerations in authors of Early Childhood Education and Education for Research, with the Emancipatory Education as a backdrop. The methodological approach was qualitative, anchored in the research-action model. The public was constituted by 23 pupils of Early Childhood, level IV, of the Municipal Center of Childhood Education (CEMEI) Professora Elaine do Nascimento Lopes, Municipal Office of Education, during the period from February to July 2015. Because it is an intervention study, it was developed a pedagogical action joined with research participants, which included up two investigative activities for this study, the "rain formation" and "if the ball goes up, it also goes down." This study also encompassed evaluations before the intervention (what we know) and evaluations after the interventions (what we learned about), through posters with answers, aiming to make a diagnosis and monitoring of the process. The results showed that the development of activities intertwining the jokes to the construction of scientific knowledge is possible, requiring no investment in the physical structure of the school, but in the continuing education of teachers for the possibility of approach. They allowed in turn, overcoming some epistemological obstacles and the transposition of the first culture and the common sense to an elaborate culture, ie scientific knowledge.