Prática pedagógica de ciências naturais nos anos iniciais em uma escola em Miracema do Tocantins – TO

Abstract

Scientific literacy contributes to the construction of knowledge and teacher training in the field of Natural Sciences. The general objective of this study is to understand the main challenges and possibilities presented by teachers who work as teachers in the area of natural sciences in Early Childhood Education and in the initial years of Elementary School, specifically, to investigate the training of teachers on this subject, to recognize the concept that these teachers present about science, and to verify whether teachers seek new strategies and improvements for teaching science taking into account the students' prior knowledge. We questioned how teachers of the initial years of Elementary School understand the importance of teaching science? As a qualitative research, methodologically, we carried out documentary and bibliographical research through the study of systematized documents in relation to pedagogical practices, the teaching of natural sciences and its historical context. Through the research, we understand that teaching science presents children with the possibility of expanding their social participation, through knowledge, relationships and experiences. This work was ultimately made possible through interdisciplinary learning of the content developed in the disciplines within teacher training, where we found perceptions and understandings about the general nature of the school's and teacher's performance in the literacy process.