Abordagem temática e alfabetização científico-tecnológica no ensino de ciências: contribuições para o currículo nos anos iniciais do ensino fundamental

Abstract

With the development of this dissertation, we seek to understand what curriculum is, more specifically the Science curriculum, as well as the curricular configurations that present the Thematic Approach and the Scientific-Technological Approach in Science teaching for the Early Years. Thus, we aim to investigate the conceptions of the thematic approach and Scientific-technological Literacy in Science teaching for the curriculum in the Early Years of Elementary School. For theoretical foundation, we base ourselves on Freire's assumptions and the STS approach. At first, we chose to investigate, through a bibliographic review of theses and dissertations from the Biblioteca Digital de Teses e Dissertações, of the Instituto Brasileiro de Informação em Ciência e Tecnologia, how to alphabetize the student so that he can read the world scientifically and technologically; in a second moment, we analyze the science textbooks of the Initial Years (1st to 5th year) and we investigate how the history of science-technology presents itself in the analyzed textbooks; then, we analyze periodicals in the field of science education and examine how the science curriculum is developed in the early years of elementary school for scientific-technological literacy; still in a fourth investigation, we analyzed science textbooks from the Early Years and investigated how the thematic approach and scientific-technological literacy are presented. Finally, in a fifth moment, we look at the Common National Curriculum Base and observe how the thematic approach and Scientific-Technological Literacy are presented. Thus, in general, the research presented here is qualitative, bibliographical and documentary. The problem consisted in understanding: what are the contributions of the thematic approach and scientifictechnological literacy in Science teaching for the curriculum in the Early Years of Elementary School? As a result, we point out that, for the curriculum to consolidate in this perspective that we analyzed, it is necessary to rethink the continuing education of educators, since the initial training for Early Years is done in the Pedagogy Course, generally with a polyvalent training, prioritizing more language and mathematics, bypassing Science, for example. Therefore, we find several ways of teaching science in the early years that approach the perspective of the Freire-STS approach, thus relating Science to Technology and its influences on Society, which provide an emancipatory curriculum capable of developing citizens with conditions to transform your own reality. With regard to textbooks, we recognize an important aspect, an advance for education, the offer of interdisciplinary works for the first time in the history of textbooks. The research results also enabled us to identify possible curricular configurations based on the aforementioned framework, including: a curriculum that values the social context of the student and, based on this, enables the problematization of the syllabus through dialogue, as well as, encourages them to learn more through the exercise of autonomy and the role of the student. Based on these findings, we also observe that, in addition to the support and initiative of the competent authorities in relation to continuing education, it is necessary for the educator to be willing to constantly learn and (trans)form.