Alfabetização Científica nos anos iniciais do ensino fundamental: o que professoras apontam sobre esta temática
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Data
2026-02-2026
Autores
Jesus, Eduarda da Cruz de
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Universidade Federal do Espírito Santo
Resumo
This dissertation is linked to the Professional Master's Program in Education at the Federal University of Espírito Santo and aims to investigate the pedagogical practices of teachers in the early years of elementary school in a public school in the municipality of Vila Velha/ES, in the teaching of Science, from the perspective of Scientific Literacy (SL). The study seeks to understand the teachers' conceptions about the practices carried out, as well as the potential and difficulties of teaching Science, based on the precepts of SL. The justification for this research lies in the observation, in the academic literature, that many teachers in the early years face challenges in teaching Science, frequently adopting traditional approaches, distant from the principles of Scientific Literacy; in addition, the pressure to prioritize other subjects, such as Portuguese Language and Mathematics, contributes to the marginalization of Science teaching in schools. This is also justified by my affinity for and fondness for teaching Science, which dates back to when I was taking university entrance exams and has continued to the present day, complemented by empirical observation of what is found in the literature and in my professional practice. The theoretical framework of this research seeks to establish a connection between the principles of Scientific Literacy, Paulo Freire's ideas, and how these principles can be articulated in teacher training, with the aim of promoting critical and reflective education. Scientific Literacy, by focusing on the formation of individuals capable of understanding and acting critically and consciously with the scientific world, directly dialogues with Freire's proposal, which advocates a liberating, critical, and emancipatory education in which the student is the protagonist of their learning. Thus, the theoretical framework intends to integrate Freire's vision of the importance of knowledge as a tool for social transformation with the need for a scientific education that allows students to question, understand, and transform the reality around them, and the role of the teacher and their professional training in this process. This research is presented in a qualitative approach, allowing for the valuing of the teachers' experiences. Data collection was carried out through reports transmitted via voice and/or text messages through an instant messaging application (WhatsApp), allowing teachers to share their pedagogical practices, difficulties, and conceptions. The data were examined through content analysis of the reports, guided by analytical categories developed by the researcher. The educational product generated from the research is a training workbook for teachers of the 1st to 5th grades of elementary school. The proposal was developed aiming at a possible contribution to the improvement of the pedagogical practice of teachers and consequently to the formation of more critical citizens, better prepared for social and environmental challenges
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Ensino de Ciências , Anos iniciais , Alfabetização científica , Science Education , Early years , Scientific literacy.