O ensino de ciências na promoção da alfabetização científica no contexto da educação infantil: aproximações a partir da BNCC

Abstract

The Common National Curriculum Base (BNCC) for Early Childhood Education articulates learning rights and objectives to the Fields of Experience. This conception requires from professionals a deep knowledge of the curriculum and intentional planning, to generate opportunities for children to expand their universe of experiences with the physical and social worlds. This research investigates how teachers of a Centro Municipal de Educação Infantil (CMEI) in Curitiba conceive fundamental themes about the implementation of the BNCC to elaborate their planning with pedagogical intentionality, after carrying out a training course aimed at scientific literacy. In the first face-to-face meeting, multiple discussions were held on BNCC, child image, the role of the Early Childhood Education teacher and scientific literacy. The discursive interactions resulting from the debate on each of the themes were recorded, transcribed and the keywords that evidenced the teachers’ conceptions were enumerated. In the remote meetings that followed, the themes of the Early Childhood Education curriculum and especially Scientific Literacy were addressed in greater depth. After the discussions, the teachers revisited their plans, with a critical eye, seeking to establish relationships with Scientific Literacy, as well as listing possibilities for re-planning, increasing such proposals in order to broaden children’s experiences. It was found that Science Teaching in the promotion of Scientific Literacy is directly linked to the continuing education of the Early Childhood Education teachers – and not specifically to children. The continuing education of teachers related to Science themes, enables them to plan with pedagogical intention, providing meaningful experiences for children in Early Childhood Education.