Contribuições da formação continuada com enfoque Ciência, Tecnologia e Sociedade para alfabetização científica e tecnológica em espaços e ambientes da educação infantil

Abstract

This paper aims to analyze the contributions of continuing education for Childhood Education (CE) teachers, mediating scientific and technological knowledge in a Science, Technology and Society (STS) approach for practices carried out in spaces and environments aimed at Scientific and Technological Literacy (STL). Thus, it was sought in the theoretical bases the understanding about the themes that address these issues. It began by highlighting the historical construction about the child, childhood, and Childhood Education in Brazil, as well as the guiding documents that demonstrate its advances and achievements. We discussed the potentiality of spaces and environments through their organization, the continuing education of teachers involving scientific and technological knowledge from a STS approach, aiming at Scientific and Technological Literacy (STL). The research was conducted with 74 people, nine (9) teachers and sixty-five (65) students, from a Municipal Center for Childhood Education in the city of Ponta Grossa. This is applied research, whose methodological approach was qualitative, based on participant observation. For data collection were used: questionnaires to the teachers, observation and notes of recollections during the trainings, action proposals elaborated by the teachers, audio and video recordings, photos and questionnaire to the families for their emergent participation in the conduction of proposals with the children, due to the Covid-19 pandemic period, since the classes were held at home, remotely. All data were analyzed from the perspective of Content Analysis (BARDIN, 2016), emerging the following categories: Knowing to intervene; Continuing education: what teachers think; Spaces and environments as locus of teaching and learning; Teachers in action: moments of knowledge; Perception of families; Evidence of CF by teachers: final conceptions. The main results highlighted the important role that continuing education plays, pointing out as necessary the intention to awaken reflections and discussions about the social relations of science and technology promoting the STL, so that scientific and technological knowledge are worked since EI. The STS approach is a possible path in the way teachers work, contributing to behaviorchange, leading children to be protagonists and active in the construction of their knowledge, developing critical sense and more conscious and responsible attitudes towards scientific and technological issues throughout their lives. It is also noteworthythat there was a better development on the part of teachers who had already participated in other CF on the subject, reinforcing the need to provide CF and provide opportunities for the theoretical and methodological deepening so necessary for teaching practice. As a product of this research, an e-book was prepared with the aim of serving as support for pedagogical practice with an STS focus for other teachers.