A abordagem Ciência, Tecnologia, Sociedade e Ambiente (CTSA) e a criatividade na prática docente da educação infantil

Abstract

The work “The Science, Technology, Society and Environment (STSE) approach and creativity in the teaching practice of Early Childhood Education” presents research on correlations between assumptions of the STSE approach and aspects of creativity, involving interactions between beings and their living spaces in reference to the Early Childhood Education. In childhood, important foundations of human formation are established, sending teachers and society to the conscious awakening of such responsibility. Despite advances related to legislation in recent years, there is a need for changes in teachers’ conceptions and practices. In the context of these demands, it is proposed to reflect on learning and creation processes, both for children and teachers, involving interactions between beings and their living spaces. Observation and records make it possible to understand the course and thus add potential to nourish and support children and teachers in their creative processes and, consequently, in the elaboration of propositions to different problems in contemporary scenarios. It is emphasized free and spontaneous play and the proposition of challenging spaces. The object of the study involves training and reflections on the teaching practice of professionals who work with children from 4 to 5 years old, alluding to the approach to science in Early Childhood Education. As specific objectives, it is proposed: to correlate assumptions of the STSE approach to aspects of creativity; to relate the formative goals of the STSE approach to the learning rights proposed in the BNCC [National Common Curriculum Base] for Early Childhood Education; and to outline the conception of creativity based on assumptions of the Sociology of Science. In reference to the STSE interface and creativity, the Flow Theory, the Theory of Expertise and Creative Learning are correlated, emphasizing the importance of quality and intentionality of learning experiences. This study with a qualitative emphasis covers three stages: bibliographic research covering theoretical perspectives on creativity; documentary research, concerning the analysis of the BNCC; actions with professionals who work with Early Childhood Education in an extension course. The study of bibliographic/documentary materials refers to Content Analysis assumptions.