O ensino de ciências na educação infantil: as percepções dos docentes frente ao ensino de ciências e suas possíveis implicações na formação dos estudantes

Abstract

Understanding the assumptions related to the development of scientific thinking in the formation of individuals is a fundamental prerogative for understanding subsequent educational processes. In this way, we turn our attention to Early Childhood Education and Science Teaching, where the cognitive development of children presents itself as a great potential for their integral education, thus contributing to their constitution throughout the school and personal trajectory. In this sense, this research had the purpose of evaluating the perceptions and the ways of approach of the professors towards Science Teaching and its possible implications in the formation of the students, as well as, verifying the children's perceptions about Sciences and Scientist represented through the oral expression and written representation (drawing). The present research is characterized as a case study, of qualitative character, where the referred processes were investigated in an early childhood school. This school belongs to the municipality of Uruguaiana, RS, and serves children from different locations in the city. As a result, it was verified that the school's Political Pedagogical Project (PPP) is outdated, which does not characterize what it really is, and the need to reformulate this guiding document; it was found that the collaborators' perceptions are fragmented and need more in-depth knowledge about what science is (epistemological concepts); it was noted that the perceptions of collaborating children are varied, sometimes they confuse scientists with other professions, have stereotyped conceptions of scientists and do not know how to express what science is. In this way, the research indicates that the teachers' conceptions can imply in the student's education, since if the teacher has fragmented, stereotyped conceptions or no activity that demonstrates these conceptions, even if implicit, they end up influencing the education of their students. Another relevant fact is the need for continuing education aimed at teaching science to the faculty, as it is essential to qualify the work that has already been developed in the classroom.