Estratégias para ensinar ciências nos anos iniciais e seu potencial para a promoção do pensamento crítico

Abstract

This dissertation investigates the area of Science Teaching (Ensino de Ciências – EC) with particular attention to enhancing Critical Thinking (Pensamento Crítico – PC) in early childhood education (Anos Iniciais – AI). Gradually, PC is becoming more prevalent in studies among Teachers2, due to its need and demand in current times when students must effectively assume a position in various scenarios. In order to accomplish this, one must exhibit the skill to question, criticize and make assertive, appropriate and satisfactory decisions. This research focuses on the following problem: How to promote Critical Thinking in the EC of Elementar y School AIs through effective teaching methods? To tackle this question, as a general objective, we intend to investigate pedagogical strategies for teaching Science in AIs with potential for promoting PC. The study employed a qualitative approach, beginning with a literature review of the state of knowledge, followed by a case study, that involved conducting seven interviews with Teachers who work in the Initial Years. The teaching staff completed initial training in Teaching and/or Pedagogy and also in the areas of Science, namely: Biology, Chemistry, Physics, Mathematics and the like. In the third phase, Teachers took part in narrative research, participating in a group discussion designed to enrich their comprehension of critical thinking concepts and to share approaches for encouraging its development. Once the narratives had been developed, they were transformed into monads, since these are important for reflecting on one's own practice and for improving teaching performance. Utilizing Bardin's Content Analysis framework (2016), all research data underwent a thorough evaluation in three distinct steps: pre-analysis, exploration of the material and treatment of the results. Ethical precepts were respected, safeguarding the anonymity of the educators involved. This investigation produced various insights and reflections concerning the inadequate preparation of Teachers in both their foundational and continuous education in Early Childhood, especially in terms of nurturing Critical Thinking. This was particularly evident in the advancement of Critical Thinking, illustrated by the case study and narrative research, along with the limited studies addressing this topic in the Early Years, which were observed and analyzed through the bibliographic review.