Lentes da infância construindo saberes interdisciplinares para a Alfabetização Científica e Tecnológica: contribuições da formação continuada na perspectiva da educação CTS

Abstract

This research focused on providing training for Early Childhood Education teachers, about STS Education in childhood, as a right for children to access the heritage that humanity has built and, thus, understand the importance of environmental issues and problems in the context of your community, as well as giving space to your investigations, hypotheses and theories about the world around you. To ensure this, investment was made in teacher training in an immersive virtual environment, in the action research methodology since this research was developed in the pandemic and post-pandemic period, with some uncertainties regarding protocols for maintaining life, as well, as providing this formative moment for teachers, managers and pedagogues, guaranteed them the right to re-signify their knowledge by appropriating CTS Education and realizing how much it is present in everyday life and shapes many of the decisions we make in the different contexts in that we are included. The research has its theoretical basis in the contributions of Urie Bronfenbrenner, John Dewey, and Loris Malaguzzi, whose theories provide a deep understanding of child development and the importance of different environments and contexts in which children are inserted for the construction of their knowledge and build meaning and meaning about their experiences throughout the journey of early childhood education, appropriating different languages, science being one of these languages present in everyday life. Therefore, the objective of the research was to verify to what extent continued training, focusing on Science, Technology, and Society (CTS) education for teachers, pedagogues, and managers who work in Early Childhood Education at the Curitiba Municipal Education Network, contributed to the promotion of Scientific Literacy (ACT). Having this goal as a bridge, this research presents the training path in an extension program developed with teachers to achieve this objective. Data analysis was conducted using discursive textual analysis, allowing an in-depth interpretation of the meanings constructed in participants' speeches. The training was consolidated along the research path, in which teachers, pedagogues, and managers were building narratives of the projects developed with the children organized in an e-book that is the final product of the research. The product establishes itself as an invitation to new narratives concerning STS education and Early Childhood Education.