A formação do professor de ciências para os anos iniciais do Ensino Fundamental e a compreensão de saberes científicos

Abstract

ResumoRessaltamos neste trabalho a importância dos alunos já nos primeiros anos do Ensino Fundamental comecem a caminhar em busca do desenvolvimento de saberes científicos, possuindo certo grau de domínio, de habilidades e recursos tornando-os capazes de confrontar determinadas situações. Considerando o papel de mediador do professor que lecionará Ciências nos primeiros anos do Ensino Fundamental, há de se considerar a sua formação inicial para o desenvolvimento da compreensão do que é um indivíduo cientificamente competente uma vez que os saberes científicos não são desenvolvidos espontaneamente entre os alunos. A proposta deste estudo foi, consequentemente, investigar a noção de saberes científicos em discentes do curso de licenciatura em Pedagogia. Identificada parcialmente em apenas um quarto dos discentes investigados, destacamos a importância da construção da noção dos saberes científicos como objetivo para esta etapa da educação básica. Palavras chave: Formação Inicial; Saberes Científicos; Ensino de Ciências nos anos inicias do Ensino Fundamental; Pedagogia. AbstractWe emphasize in this research project the importance that students already in the first years of elementary school begin to develop a scientific attitude, possessing some degree of mastery of skills and resources making them capable of facing certain situations. Considering the mediator role of the pedagogue teacher, who will teach Science in the early years of elementary school, we must consider, therefore, the initial formation in the understanding development of what it is a scientifically competent individual, because the scientific competent is not developed spontaneously among students. Therefore, this study investigated the development of comprehension of what is a scientific knowledge in Pedagogy students in Initial formation. Partially identified in only a quarter of Pedagogy students surveyed, we highlight the importance of the scientific knowledge notion construction as a goal for this basic education stage.

A study on scientific literacy in the training and practice of teachers in the early years of elementary school

“…The theoretical framework is based on Chassot (2003), when it addresses scientific literacy in a perspective interpreted as analogous to what is understood and assumes in this study as scientific literacy that, based on and in the other references, advocates as a scientific and citizen education. Campos and Campos (2016) are also studied, on the importance of initial teacher training in the early years in relation to scientific knowledge; to Lorenzetti and Delizoicov (2001), with emphasis on the role of the teacher in school science teaching and scientific literacy in the early years of schooling; Mamede and Zimmermann (2005), who emphasize scientific literacy with approaches focused on Science, Technology and Society (CTS); Mesquita (2019) defending that through scientific literacy students tend to position themselves with social responsibility exercising citizenship, an idea similar to that of Araújo and Leite (2019), and Mesquita and Manfredo (2019) that they recommend, through a scientific schooling identified as scientific literacy, a global, interdisciplinary, social, historical and human formation to the student who needs to interact and act as a planetary citizen.…”