Formação permanente de professores e abordagem CTSA no contexto da Cidade Educadora

Abstract

Curitiba, as an Educating City, reveals itself as a privileged space for understanding the relations between Science, Technology, Society and Environment (STSE). Therefore, it is necessary to think and plan the journey of children, contemplating social practices and promoting sócio-environmental citizen awareness with relevant daily actions, exercising from small attitudes of respect, tolerance, otherness, responsibility, participation, criticality and decision making. Thus, this research aims to analyze the expressive interpretations of teachers in the development of reflective formative processes and in the planning of pedagogical experiences that involve STSE Education and sócio-scientific issues (SSI) within the scope of the Educating City in the context of Early Childhood Education. This work refers to qualitative research with participant observation, which aggregates actions with teachers, involving an Extension Course by UTFPR, in the online remote modality, considering the suspension of face-to-face activities due to the Covid-19 pandemic. The composition of the data is developed through a questionnaire, in order to know the professional trajectory of the participants, video recordings and written records on the topics discussed in the online meetings. Data appreciation takes place through Content Analysis. The reflections arising from the expressions of professionals linked to Early Childhood Education permeated three dimensions involving STSE Education, SSI approach and Educating City: (a) conceptions, principles and curricular and methodological compositions; (b) aspects related to the Educating City involving the conception of relationships between beings and areas of interaction alluding to collective compositions; (c) formative and institutional barriers. Assumptions about the children’s experiential contexts related to the practices that refer to the natural sciences, aspects of the relationships between beings and areas of interactions in line with the development of science and technology as human and social constructions are denoted. The urgency and feasibility concerning the conception of relationships and interactions between subjects in communicative rationality were also evidenced. The indispensability of educational actions on a permanent basis is pointed out, highlighting the insufficiency of initial education in Pedagogy to work in Early Childhood Education. As an educational product of the research, an e-book is proposed to disseminate the actions of a study group from the Extension Course, which can support other professionals in Early Childhood Education on children’s learning processes from the perspective of the STSE approach and Educating City.