O ensino de ciências nas classes de alfabetização: o olhar de um grupo de professoras do oeste gaúcho

• Ano de defesa: 2021
• Autor(a) principal: Medina, Juliana Borges
• Orientador(a): Dinardi, Ailton Jesus
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Pampa
• Programa de Pós-Graduação: Mestrado em Educação em Ciências: Química da Vida e Saúde
• Departamento: Campus Uruguaiana
• País: Brasil
• Palavras-chave em Português: Letramento; Formation; Textbooks; Literacy; Early years; Teachers; Formação; Livros didáticos; Anos Iniciais; Professoras
• Área do conhecimento CNPq: CIENCIAS HUMANAS
• Link de acesso: https://repositorio.unipampa.edu.br/handle/123456789/10503

The significant activities of Science Teaching in the early years, supported in research, experimentation, observation and the search for explanations for the physical and natural world, it is an important aid in the more active construction of knowledge, meeting the great curiosity that young children show. However, studies have shown that the great focus given to reading and writing learning ends up leaving this teaching in the background, especially in literacy classes. This dissertation is the result of an investigation in the theoretical field of Science Education, specifically in the first three years of elementary school. The present research was carried out in five public schools in a municipality on the western border of Rio Grande do Sul state, with 13 teachers in charge of literacy classes. It was done in order to understand how Science Teaching is taking place in these classes and what their perceptions are regarding this teaching, we elected the theoretical methodological assumptions of qualitative research and for data analysis the Discursive Textual Analysis methodology. As results, it was possible to infer that despite recognizing the importance of teaching science in these classes, these teachers have great difficulty in establishing a frequent practice based on the theoretical and methodological knowledge of this teaching. The science textbook, despite being used in some cases, does not represent an essential tool in these classes, its (their) use revolve around experimentation and fixation activities most of the time held at home. The teachers have signalled the lack of initial and continuing training to work with this discipline. In view of these results, we believe that this research contributes to the expansion and promotion of discussions around the Teaching of Science, collaborating with the implementation of concrete actions, especially in the training of generalist teachers in the early years.