O ensino de ciências na educação infantil no município de Goiânia: uma análise de documentos curriculares

Abstract

The objective of this study was to reflect on Science Teaching, Early Childhood Education and the Curriculum Documents that regulate teaching for this modality. A Case Study was prepared with the objective of analyzing the possibilities delivered in the Curricular Document of Early Childhood Education of Goiania (2020), based on the National Common Core Curriculum and the Curriculum Document of Goiás to investigate how Science Teaching is proposed for child education, in addition, to understand how the approach to proposals for teaching activities in Science Teaching takes into account this range age. The analysis took place from the Discursive textual Analysis, from a rescue of ideas of authors such as Moraes and Galiazzi (MORAES, 1991; 2003; MORAES E GALIAZZI, 2006; 2016) in order to revel new emerging on the subject analyzed in the Document. In addition, this dissertation text also brings a historical survey regarding the construction of the concept of childhood, child and the paths to reach Early Childhood Education. A State of the Art Survey was carried out to highlight the trends involving Science Teaching and Early Childhood Education based on the analysis of Curriculum Documents. In the analysis of the results, the categories Perspectives of Environmental Education for Early Childhood Education and Interaction Processes between subjects and the physical world were discussed considering the categories established a priori. The emerging category evidenced Scientific Literacy, which is completely related to the a priori categories. In the bias of these categories, it is assumed that the Document analyzed denotes concern with Environmental Education issues, although this appears diffusely in the text and that in the processes of interaction between the subject and the physical world, there is greater evidence of issues related to human health. In this direction, characteristics of the need for complexification of knowledge of Early Childhood Education are vehemently presented in order to form individuals capable of making decisions in a critical and reflective way about all aspects of society, fostering the bias of Scientific Literacy. As much as the Document does not propose possibilities for specific action, they demonstrate willingness to reflect on the development of this approach.