O currículo nos anos iniciais do ensino fundamental: experimentações do escriler no ensino de ciências

Abstract

The main objective of this dissertation is to investigate the experimentation of writing in the curricular dimension of Science Teaching in the Early Years of Elementary School, to problematize ways of teaching and learning. In order to expand the problematization regarding the topic, as well as reflexively analyze the curricular approaches of the area in this teaching segment, we sought theoretical contributions based mainly on the authors Foucault (2013), Corazza (2011), Chaves (2013), Silva (2022) , Lopes (2011), Williams (2013), Dalarosa (2011) and Paraiso (2012) among others, which allowed us to expand our knowledge about the Science Teaching Curriculum and the possible relationships with the experimentation of writing. The concept of writing refers to writing-through-reading or reading-through-writing, not referring writing and reading only to literacy or scientific literacy, but rather as social and cultural practices, as well as experimentation. as a condition for learning in the sense of experimentation/actions, which call for the exercise of thinking as a matter of creation, aiming at the production of difference. Our work mobilizes reflections on some concepts that make up the notebooks of the Escrileituras Project: a way of reading and writing in the midst of life, coordinated by Sandra Mara Corazza, who brought the joyful idea that education is done and felt with everyone the body. Through workshops, the project tensioned notions of creation, translation, transcreation, writing, reading, procedures, evaluation, differences, didactics, among others. To conduct the analysis, we seek to approach theoretical-methodological approaches in the field of post-critical studies, where there is no specific methodology, such as a method that indicates a “step by step”, but the study is constituted with the movement of the researcher, creating other interpretations of scientific research.