O ensino de Ciências da Natureza nos anos iniciais do ensino fundamental: uma proposta baseada em textos de divulgação científica e atividades práticas

Abstract

Considering the great focus of the curricular components of Portuguese and Mathematics in the Early Years of Elementary Education, the discipline of Science is often ignored or approached in a memoristic and distant way of the students' experience. In this way, we perceive the need for a science curriculum that contemplates the understanding of situations and recurrent problems of the daily life of these students, enabling a more integral formation of the subjects, so that they can perceive the existing relations between Science, Technology, Society and Environment. In order to understand if it is possible to use Scientific Literacy as an ally in promoting the development of reading and writing while encouraging students from the earliest years of elementary school to a more profitable contact with the natural sciences, this research. For that, a support material organized in three stages was elaborated, as an attempt to provide a relevant science education, aimed at the subjects that constitute the Initial Years of Basic Education. Through the proposed activities, it was sought to instigate the students' motivation so that they can initiate their scientific literacy, a process that does not take place punctually at a school stage, but which needs to be started as early as the first years of elementary school. Thus, we sought to develop the educational product titled "1,2 ... beans with rice! Reflecting on the approach of the theme Food in the initial years of Elementary School "as a set of proposals of approach that contemplate three moments, being i) the reading of Scientific Dissemination Text (TDC), of subjects consistent with the level of education and track age; ii) activities carried out by the students themselves, be it an experiment, a game, a video, etc., which will aid in the understanding of the subject of the TDC and finally, iii) the moment of registration, in which students are encouraged to report their perceptions formed from the first stage, whether through oral socialization, drawings, postermaking, production of different textual genres, among other forms. Thus, as a reference source, the texts published in the journal Ciência Hoje das Crianças, a material of scientific dissemination of the Brazilian Society for the Progress of Science (SBPC), aimed at the children and youth audience that addresses different themes with an interdisciplinary perspective and in a playful way. Part of the proposal presented here as an educational product was developed with students from eight to ten years of age in a project called Hora da Ciência and the results of this process were discussed with teachers in the initial years of elementary school in an extension course entitled " The BNCC and Science Teaching in the initial years of elementary school: proposing actions ". This paper aims to highlight the difficulties and benefits arising from the accomplishment of the proposed activities. In view of the successful results obtained both in the development of the Time of Science project and in the course of continuing education, it is possible to infer that the debate about the importance of science teaching in Basic Education is still relevant today.