Ciclo de vida das borboletas : sequência de ensino investigativa para crianças da educação infantil

• Ano de defesa: 2024
• Autor(a) principal: Araújo, Míria Soares de Medeiros
• Orientador(a): Medeiros, Wilton de Araújo
• Banca de defesa: Moraes, Tatiana Schneider Vieira de, Santos, Mirley Luciene dos, Medeiros, Wilton de Araújo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação Stricto sensu Mestrado Profissional em Ensino de Ciências (PPEC)
• Departamento: UEG ::Coordenação de Mestrado Profissional em Ensino de Ciências
• País: Brasil
• Palavras-chave em Português: Educação infantil; Ensino de ciências por investigação; Sequência de ensino investigativa
• Palavras-chave em Inglês: Early childhood education; Science teaching through research; Investigative teaching sequence
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO; OUTROS::CIENCIAS
• Link de acesso: http://www.bdtd.ueg.br/handle/tede/1583

The investigative approach to teaching science to young children may be new in the context of educational discussions in the country, but this issue has been gaining emphasis over the last two decades, surrounded by clashes promoted by advocates of this first stage of teaching. Investigative teaching offers an understanding capable of making the subject more attractive, while enabling children to begin the process of initiation into the sciences, anchored in their various creative practices. In this paper, we propose an Investigative Science Teaching approach in Early Childhood Education, working on the theme of the life cycle of butterflies through an Investigative Teaching Sequence (ITS). The aim of this study was to analyze how an Investigative Science Teaching approach contributes to learning about the life cycle of butterflies and to initiating scientific skills in children in Early Childhood Education (Pre- school - 5 years). The research is based on a qualitative approach, with a case study design. The SEI was developed in a municipal public school in Jaraguá- GO, consisting of ten classes, organized into three moments, adapted from Moraes (2015). The various resources that made up the SEI were: reading texts, storytelling, theater to introduce the research question, observation of the butterfly's life cycle, manipulation of work tools, videos, viewing posters, games, musicalization, art activities with the aim of encouraging the children to observe and recreate the concepts they had learned empirically through their actions and reflections. The instruments used to produce the research data were observation of the classes, records in the research notebook, audio and video recordings of the classes, and the children's graphic representations (drawings). The data produced was analyzed based on the categories of analysis on the understanding of the process of scientific investigation, highlighting the skills of scientific investigation and knowledge about the living being studied and the materials used, elaborated by (Moraes, 2015). The educational product is a teaching proposal / Investigative Teaching Sequence to explore the concepts surrounding the life cycle of butterflies at this stage of Early Childhood Education, methodological strategies, resources used and evaluation. The results indicate that SEI provides both an apprehension of the subject matter and the children's involvement in the course of the intentional pedagogical practices offered. It is hoped that this research can contribute to the naturalization of science, bring it closer to everyday life, make children feel that they belong and that they are the builders of knowledge, that they interact with the object of study, create assumptions, test them, in short, that they express their knowledge constantly, spontaneously, using various languages.