Alfabetização científica na pré-escola: a inspiração da documentação pedagógica no processo de ensino investigativo

Abstract

This research, based on the contributions of Chassot (2000), Delizoicov, Lorenzetti, and Sasseron (2009), as well as other authors who advocate for scientific literacy, aims to understand how experiences that promote scientific literacy are provided in preschool classes (5 years old). Specifically, it investigates the use of reflective records, referred to by teachers as "pedagogical documentation," and the potential contributions of analyzing these records for categorizing pedagogical practices focused on scientific and technological literacy in schools in Curitiba. The study was conducted through a documentary research approach in four early childhood education institutions in the city, encompassing both public and private schools. Data analysis followed the content analysis methodology, based on Laurence Bardin, and thematic analysis. The documents examined include semi-structured interviews, pedagogical planning, and records produced by the teachers themselves. The results highlight the importance of educational experiences that integrate science, technology, and society, intentionally connecting children's knowledge to the local social and cultural context. It was found that reflective records represent a valuable tool for democratizing science, expanding children's worldview, and promoting their inclusion in scientific culture. Additionally, it was evident that the teacher's role, both in producing the records and in structuring and supporting pedagogical proposals, as well as in mediating investigative processes, is essential for expanding children's knowledge and strengthening scientific literacy.