Formação continuada na educação infantil com enfoque CTS: discussões acerca do campo de experiências espaços, tempos, quantidades, relações e transformações da BNCC

Abstract

This research aimed to analyze the contribution of continuing education with a CTS focus to the pedagogical practice of teachers at a CMEI in the city of Ponta Grossa - PR. The training was produced to work with children in Early Childhood Education in the fields of experience “spaces, times, quantities, relationships and transformations”, proposed by the BNCC, based on a project aimed at promoting ACT. The theoretical study was based on Bazzo et al. (2003), Chassot (2003), Lorenzetti (2000), Silveira (2007), Delizoicov (2001) Tardif (2012), Nóvoa (1992), Imbernón (2010), Oliveira et al. (2012) and Bardin (2011). The methodological approach was qualitative and applied in nature, which aims to generate knowledge for practical application, seeking to solve specific research problems. The technical procedure was the participatory research, having as research universe 14 teachers and 20 students of Early Childhood Education of the Municipal Education Network. For the analysis and discussion of the collected data, the content analysis technique, theorized by Laurence Bardin (2011) and widely disseminated for this type of research, was used. The results indicate that, from the continued training carried out, the professionals were able to problematize the myths attributed to S&T, in relation to the superiority of the model of technocratic decisions; C&T's Salvationist Perspective; and technological determinism, which still persist in the educational environment. In this sense, we collectively sought to provide reflections on the democratization of decisions involving science and technology in their social dimension. Furthermore, it made possible collective dialogues of the relationships attributed to CTS. It appears that, by carrying out a quality training and collective work with Early Childhood Education professionals, it is possible to collaborate for the construction of a scientifically and technologically literate society.