Banca de DEFESA: JACIARA DE ABREU SANTOS

SCIENCE TEACHING IN EARLY CHILDHOOD EDUCATION: A DIDACTIC SEQUENCE TO EXPERIENCE ABOUT WATER

science teaching; child education; water. scientific literacy indicators.

Science Teaching allows the perception of phenomena and their implications in human life, and in its surroundings, such perceptions are developed from the investigative property, generating argumentative capacity in the subjects and constant search for answers, because Science is alive and is done of the constant need for knowledge. Put in the curriculum since Kindergarten, it creates possibilities for the child to understand the phenomena that are present in everyday life, giving real and not magical explanations, building bases for abstract thinking, based on interaction and orality/argumentation. In this sense, this research aims to develop a methodological proposal for the construction of experiences with the theme Water in Early Childhood Education, taking into account the perspective of Scientific Literacy, the learning objectives of the BNCC, as well as the guiding axes and the rights of learning within the Young Children Age Group, in an Early Childhood Education class composed of 16 children, in the Sertão of Alagoas. Thus, it was necessary to weave a small theoretical dialogue about Early Childhood Education historically and analyze official documents in a historical line in order to perceive Science Teaching in Early Childhood Education in this timeline in official documents, to theorize about scientific literacy and/in Education Kindergarten and apply a didactic sequence to help with experiences on the topic of Water in Early Childhood Education, in order to analyze how/whether young children build Scientific Literacy indicators. The present research is based on a qualitative basis, using research-application as a technique and as collection instruments, photos, videos, audios and logbook. As theoretical contributions, some official documents were used, some that occupy the historical level, such as the Curricular Reference for Early Childhood Education (RCNEI), and those in force, such as the National Guidelines for Early Childhood Education (DCNEI), the Law of Education Guidelines and Bases (LDB) and the National Common Curricular Base (BNCC), among others. As a basis for thinking about Science Teaching, we have Chassot (2002) Carvalho (2002, 2009, 2012, 2015, 2017), Sasseron (2008), Pizarro (2014), among others who collaborated to understand how science knowledge is built with the Small Child/student, taking water as a theme and doing justice to methodological elements that support collaborative investigative experiences for the development of curiosity, discoveries and argumentation and consequently Scientific Literacy or some indicators of its construction in Early Childhood Education, such as the of argumentative dealings and reading and writing in Science, since they can be developed in ways that are different from conventional ones, based on verbal interactions, image readings and explanatory drawings.