Ciência e tecnologias nos anos iniciais da Rede Municipal de Ensino de Curitiba: compreensões curriculares para a prática docente

Abstract

This study sought to understand the practices of Science and Technology developed with the initial years of Elementary School in the full-time schools of the Curitiba Municipal Education Network, for which it is explicit in the documents that guide the teaching activity. This is a qualitative research, which was based on the phenomenological approach to the understanding of the concerns that emerged from the teaching experiences experienced by the researcher teacher. Therefore, "what is this, the Teaching of Science and Technology in the initial years of Elementary Education of the RME of Curitiba?" Is the question that led the trajectory covered. Such a question pointed to possible ways of research: to meet the aspects of the history of practice, in the context of full-time education, its construction and public policies that enabled its creation; an understanding based on the hermeneutic study of documents that guide the teachers of the RME in Curitiba: Pedagogical Notebook of Integral Education (2012), Currículo do Ensino Fundamental, 1st to 9th year, vol. IV (2016) and the Grant Book for the organization of educational practices in workshops in school units with a full-time education offer (2016) and, finally, contemporary understandings of the teaching of science and technology in the early years . As a result, it was highlighted the importance of clarifying meanings of Scientific and Technological Literacy in the initial years of Elementary Education. Likewise, in the official documents, the need to bring to teacher education possibilities of teaching science that link the perspective of the construction of scientific knowledge, immersed in the CTS - Science Technology and Society approach and in the presuppositions of Scientific Literacy and Technology. In this sense, a study and reflection material were prepared for science and technology teachers from the initial years of RME, in order to encourage the discussion of these subjects and also to present to the teacher a posture possible to be in formation. Such referrals revealed philosophical hermeneutics as the possibility of thinking about the continuing formation of teachers.