Contribuições de um núcleo de estudos docentes na educação infantil com enfoque CTS para a alfabetização científica e tecnológica

Abstract

The objective of this study was to verify the contributions of a nucleus of teaching studies in early childhood education with a CTS focus for scientific and technological literacy in science teaching. Thus, a training process was implemented in a Municipal Center for Early Childhood Education (CMEI) in the municipality of Ponta Grossa - PR. The sample of teachers was formed by a total of 07 participants and the sample of students was 70 participants, covering the age group of 3 to 5 years, thus totaling 77 research participants. The main themes addressed refer to reflections on the historical and legal aspects of early childhood education, how the times, spaces and educational practices take place at this stage, on CTS and scientific and technological literacy in early childhood education and continuing education with a CTS focus. The methodological approach is qualitative, of an interpretative nature with participant observation, enabling the understanding of the entire investigated process. Data collection took place through notes in field diaries, reports, footage, photographs, audios, videos, questionnaires, tutorials, didactic sequences. The data analysis was organized into 4 categories: 1- What are the perceptions of early childhood teachers about science, technology, CTS and ACT? 2- Nucleus of teaching studies in early childhood education: significant experiences; 3- The application of didactic sequences: promoting ACT; 4- After experiences, what do teachers of early childhood education say? The results point to the lack of reflective posture about science and technology and its implications for society, despite the fact that their methodological experiences are interdisciplinary, the deepening of these issues is still absent in their practice. We show that discussions must take place from early childhood education, when teachers in this stage of education must make children aware of the problems of the world in which they are inserted, making them increasingly critical, reflective, questioning and active in society. As an end product of this study, an e-book was created with the objective of providing support to other teachers working in early childhood education, who, through the practices already carried out, will be able to make adaptations or even expand them, according to the context socio-cultural aspects of your school and students, the children's age group and the themes they intend to address in their experiences. The material included in this product is organized in two parts: the theoretical part that will make it possible to make the necessary reflections on CTS and ACT in early childhood education and the practical part contemplating different methodologies according to the different age groups, providing scientific and technological literacy since childhood.