REFLECTIONS ON THE POSSIBILITIES OF INSERTING SCIENTIFIC CULTURE IN EARLY CHILDHOOD EDUCATION: NARRATIVES OF EDUCATIONAL EXPERIENCES ABOUT MY PEDAGOGICAL PRACTICE
Name: ANA PAULA DA SILVA RAMOS
Publication date: 27/03/2023
Advisor:
Name |
Role |
|---|---|
| PATRICIA SILVEIRA DA SILVA TRAZZI | Advisor |
Examining board:
| Name |
Role |
|---|---|
| PATRICIA SILVEIRA DA SILVA TRAZZI | Advisor |
Summary: This research aims to understand, through the narrative of what has been
experienced, the approximations between scientific culture and early childhood
education in the context of pedagogical practices carried out in a CMEI in the
municipality of Serra/ES. Based on bibliographical research on ENPEC texts, we saw
that between 2015 and 2017, only thirteen texts discuss science learning in early
childhood education. Despite different focuses, the texts point to similar challenges
and reinforce that pedagogical practices from an investigative perspective contribute
to the approximation between scientific culture (VOGT, 2017; RUFFINO, 2012) and
childhood cultures (SARMENTO 2002, 2017). In this sense, in a qualitative approach
(LÜDKE, ANDRE, 2013), we carried out the identification and description of the
pedagogical practices planned and executed by me, as a regent teacher, which
evidenced elements of scientific culture in early childhood education. The data were
constructed based on experiences and shared through narratives of what was
experienced, in which reflections and knowledge production take place in the process
of being, in the relationship with the other, with the school. This research model is
closer to the diverse reality of everyday school life. The data extracted based on the
planning constructions, narrated dialogues with the children, photographic records
and monitoring of the pedagogical proposals were discussed in a descriptive analysis
configuration by categorization. Thus, it was possible to observe that the investigative
approach (LIMA, SANTOS, 2018; SASSERON, 2011, 2015) was present with the
introduction of various elements of scientific culture in conjunction with elements
present in childhood cultures, enabling experiences, dialogues and meaningful
experiences with three- to four-year-olds.
