Alfabetização Científica em contextos da Educação Infantil

Abstract

This work had as general objective to analyze how scientific literacy happens in contexts of Early Childhood Education. In this way, in a qualitative approach, through the Case Study methodology, we investigate training activities experienced in a school that adopts Pedagogy by Projects. Data production was carried out from February to November 2019 and the analyzes allowed to configure some important characteristics for the scientific literacy process. For the effectiveness of scientific literacy in Early Childhood Education, it is necessary to consider some peculiarities and needs of children, such as: links with daily life, cognitive development and interactions between children and learning objects, among themselves and with teachers. Based on the defined characteristics, we systematized a set of indicators, with attributes and perspectives that we consider relevant to the multiple contexts of Early Childhood Education and the promotion of scientific literacy.