O ensino de ciências na educação infantil

Abstract

The objective of this study was to analyze how the educational intentionality of the teacher, together with the curiosity of the children, having as allies two teaching strategies - Freinet's class-Ride and the Didactic Sequence - can collaborate in the teaching of Science in Early Childhood Education. Through the theoretical reference, it was possible to understand how this process was constructed, as well as the foundations on the feeling of childhood and the thoughts of the main educators and philosophers of Early Childhood Education. With the approval of the Law on Guidelines and Bases of National Education (1996), Infant Education was regulated, being placed as the first stage of Basic Education. Other normative documents were contemplated in the research, such as the National Curricular Common Base (2017). In the methodological design, it was observed that this research uses a dialectical, observational, descriptive, exploratory and qualitative approach, concentrating on three categories of analysis focused on objectives: The Contributions of Educational Intentionality through the Teaching Strategies: the Class-Ride and the Didactic Sequence in Early Childhood Education; The Contribution of Science Teaching in Child Education; and, The Contribution for the Development of Learning Rights in Early Childhood Education. This research was carried out with children of four years old, from the Infantil IV B group of the Municipal Center of Early Childhood Education Bishop Geraldo Micheletto Pellanda, from the Municipal Teaching Network of the city of Ponta Grossa / PR. The final result of the research consisted of description, analysis and discussions related to the pedagogical practice around the applicability of the Didactic Sequence and the Class-Ride in the teaching of Science in Early Childhood Education. The development of scientific knowledge and contributions to children's learning were fully identified, collaborating with the construction of their identities and their sense of respect for the world. The role of the researcher as mediator committed to children's learning rights is also highlighted. An educational book was created as an educational product with the purpose of disseminating the teaching of Science in Early Childhood Education.