Ciências e infância: trilhando caminhos o saber científico
Arquivos
Data
2021-10-01
Autores
Pelat, Tainã Brasil Pantarotto 
Orientadores
Rosalen, Marilena Aparecida de Souza
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A presente pesquisa objetiva compreender como acontece o ensino de ciências na educação infantil – primeira infância - em uma escola de educação infantil da rede municipal de educação da cidade de São Paulo. Para isso, optou-se por uma pesquisa qualitativa, de análise documental e triangulação de dados de três documentos: O Currículo da Cidade – Educação Infantil PMSP; o Projeto Político Pedagógico da Escola e o caderno de registro e planejamento docente. O referencial teórico foi construído a partir de legislações nacionais para a infância como a Lei de Diretrizes e Bases da Educação Infantil (LDBEN) e a Base Nacional Comum Curricular (BNCC) e outras referências da área. As legislações nacionais e documentos institucionais da Rede Municipal de Educação de São Paulo estabelecem alguns eixos estruturantes das práticas pedagógicas na educação da infância, tais eixos se tornaram as categorias de análise desta pesquisa, sendo elas: interação, brincadeira, escuta e protagonismo. Entende-se que o ensino-aprendizagem de ciências na educação infantil deve acontecer contemplando estas categorias. O caderno de registro e planejamento docente foi um documento essencial, que evidenciou a presença ou ausência destas categorias nos projetos de ciências desenvolvidos na infância, revelando como acontece o ensino de ciências em um centro de educação infantil.
Diante da análise feita constatou-se que não só tais categorias eram contempladas, mas que a professora mobilizava saberes extracurriculares na promoção do ensino de ciências na infância.
This research aims to understand how science teaching happens in early childhood education - early childhood - in an early childhood education school in the municipal education network in the city of São Paulo. For this, we opted for a qualitative research, document analysis and data triangulation from three documents: O Currículo da Cidade – Educação Infantil PMSP; the School's Political Pedagogical Project and the teaching record and planning notebook. The theoretical framework was built from national legislation for childhood such as the Law of Guidelines and Bases for Early Childhood Education (LDBEN) and the Common National Curriculum Base (BNCC) and other references in the area. National legislation and institutional documents of the São Paulo Municipal Education Network establish some structuring axes of pedagogical practices in childhood education, such axes have become the categories of analysis of this research, namely: interaction, play, listening and protagonism. It is understood that science teaching-learning in early childhood education should take place considering these categories. The teaching record and planning notebook was an essential document, which evidenced the presence or absence of these categories in science projects developed in childhood, revealing how science teaching takes place in an early childhood education center. In view of the analysis carried out, it was found that not only such categories were covered, but that the teacher mobilized extracurricular knowledge to promote science teaching in childhood.
This research aims to understand how science teaching happens in early childhood education - early childhood - in an early childhood education school in the municipal education network in the city of São Paulo. For this, we opted for a qualitative research, document analysis and data triangulation from three documents: O Currículo da Cidade – Educação Infantil PMSP; the School's Political Pedagogical Project and the teaching record and planning notebook. The theoretical framework was built from national legislation for childhood such as the Law of Guidelines and Bases for Early Childhood Education (LDBEN) and the Common National Curriculum Base (BNCC) and other references in the area. National legislation and institutional documents of the São Paulo Municipal Education Network establish some structuring axes of pedagogical practices in childhood education, such axes have become the categories of analysis of this research, namely: interaction, play, listening and protagonism. It is understood that science teaching-learning in early childhood education should take place considering these categories. The teaching record and planning notebook was an essential document, which evidenced the presence or absence of these categories in science projects developed in childhood, revealing how science teaching takes place in an early childhood education center. In view of the analysis carried out, it was found that not only such categories were covered, but that the teacher mobilized extracurricular knowledge to promote science teaching in childhood.