Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Almeida, Daniela do Carmo Araujo de |
| Orientador(a): |
Pretto, Valdir |
| Banca de defesa: |
Nicoletti, Elenize Rangel,
Peixoto, Sandra Cadore |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Franciscana
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino de Ciências e Matemática
|
| Departamento: |
Ensino de Ciências e Matemática
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/846
|
Resumo: |
This work is linked to the Graduate Program in the Teaching of Science and Mathematics at the Professional Master’s Degree level of the Franciscan University. This research aims to promote scientific literacy, through teacher training, in early childhood education by using children's stories as a didactic resource. Considering a six-year experience as a teacher in different levels of kindergarten and three more years as a manager at Darcy Vargas Municipal School of Early Childhood Education, Santa Maria, RS, the research was conducted in the same school and focused on the use of children's stories as a didactic resource for the teaching of science in early childhood education. It is believed that the teaching of Science happens concretely at this stage of schooling and, in view of this, children's stories are a coherent alternative, since through play it is possible to combine the imaginary of stories with the reality of science. Consequently, this learning will set the foundation for the teaching and learning in the succeeding school years. This study had, as one of the main references, the Common National Curriculum Base (2017), which discusses the five Fields of Experience that guide the pedagogical curriculum at this stage, namely: The self, the other and us; Body, gestures and movement; Traces, sounds, colours and shapes; Listening, speaking, thinking and imagination; and Spaces, times, quantities, relationships and transformations. Thus, the activities presented concretely by the teachers to the children made it ideally possible what the referred Fields of Experience emphasize. The research was developed with a group of school teachers who work in the following levels: Nursery II, Maternal I, Maternal II, Preschool A and Preschool B, which cover the age group one to six years old. At first, a sequence of activities was implemented with the teachers and two classes of Preschool A (four to five years old) to enable scientific literacy using a children's story as a didactic resource. Secondly, for the teachers to combine the teaching of science with the children's stories, a forty-hour course on scientific literacy was offered having these children's stories as a didactic resource. In regard to the first step, the data was recorded in the form of a scientific article. As for the second stage, data collection was done by analysing the lesson plans developed by the teachers in groups separated by levels of education, after selecting a children's story as a potential means for children's scientific literacy. This planning was applied to the classes in December 2019 and, in order to complete the course, teachers will report on their records and experiences. Therefore, this research confirms the possibility of promoting science education since early childhood education. However, such an initiative needs to be followed by teacher training programs, especially in terms of continuing training, given that it is possible to understand the potentialities and weaknesses of science education in every teaching context since the early school years. |
