Ensino de Ciências por investigação : uma estratégia para promoção da alfabetização científica nos anos iniciais do ensino fundamental

Abstract

This dissertation explores the inclusion and relevance of Science teaching in the education of pedagogy students, with a focus on the curriculum of the Pedagogy program at the State University of Goiás (UEG). The study sought to understand how notions of Science are addressed and contextualized throughout the training of future teachers, considering the mportance of a solid scientific education from the early school years. A qualitative approach is adopted to assess the presence of Science teaching in the Pedagogy curriculum, using a specific UEG campus as the research locus. To this end, questionnaires were administered to students in the program, and their responses were analyzed in light of theoretical frameworks by authors such as Carneiro (1999), Freire (2000), Gandôlfi and Figueirôa (2017), Gatti (2010; 2013; 2022; 2023), Oliveira (2018), and Saviani (2020). The data analysis revealed a need to overcome ragmented and content-based approaches to Science teaching, promoting instead a critical, reflective education aligned with contemporary issues. Thus, the dissertation investigates the perceptions of teachers and the pedagogical coordinator of a Scientific Literacy. The nterviews highlighted the contributions of continuous and interdisciplinary projects that combine theory and practice, as well as the use of technologies to engage students and enrich Science teaching. However, significant barriers were identified, such as the lack of resources and the need for ongoing teacher training, underscoring the relevance of school management support and the inclusion of Scientific Literacy in the Pedagogical Political Project (PPP). To achieve this goal, the dissertation presents the development of an educational product entitled “Practical Guide to the Science Corner”, designed for second-grade elementary school students. This space aims to explore the theme “Life and Evolution” in a playful and investigative manner, fostering meaningful learning that directly connects students to scientific content. Through this product, the intention is to contribute to students’ cognitive, psychological, and emotional development, stimulating investigative learning and promoting students’ agency in their own teaching-learning process. In this way, the dissertation sought to contribute to the understanding of the relevance of initial teacher education in promoting a scientifically grounded education and to overcoming the challenges faced in implementing Scientific Literacy in schools. The approach adopted highlights the need for more effective and strategic ntegration of Science teaching in teacher education and educational practices, thus promoting quality education aligned with the demands of the 21st century.