Diálogos entre alfabetização científica e educação infantil: a participação das crianças no processo de investigação

Abstract

This research seeks to reflect on the process of Scientific Literacy in the context of early childhood education. Of a qualitative nature, as a methodology, the case study was used, carried out with 15 children from 4 to 5 years old, enrolled in a municipal public school. The characterization of the school spaces, the curricular structure, the conceptions of childhood and the pedagogical practices contributed to the analysis and reflection about the context of the case study. As a teaching approach, the Sequence of Teaching by Investigation, developed in seven stages, was used. The following tools were used to record the data: filming, audio recordings, writing in the field notebook and photographs. From the produced results, it was evidenced that the Scientific Literacy process favors the formation of children in kindergarten as agents and producers of culture.