A alfabetização científica nos anos iniciais do ensino fundamental: os documentos oficiais e o olhar do professor sobre a sua prática

Abstract

The objective of this work is to investigate the Scientific Literacy in science teaching in municipal schools in Fortaleza, based on guidelines present in the official documents and the perception of the teachers, trying to reflect the importance of this training in the students‘lifes of students as planetary citizens. It seeks to reflect on the importance of training in the students‘lives as planetary citizens. For background and justification of the research the State of the Question was carried out, which confers a mapping of the question in repositories of academic works of the researched area. The starting point of this research is How do teachers, in their pedagogical practice, promote the Scientific Literacy in the first years of Elementary Education based on guidelines present in official documents? The theme runs through discussions about teacher training and the curriculum of institutions. Edgar Morin is used as the main theoretical reference of this work since the author deals with Planetary Citizenship and defends a non-fragmented Curriculum. The research is qualitative and it was carried out in regular schools of the city of Fortaleza with teachers of the 1st, 2nd and 3rd years of Elementary School, through the application of semistructured interviews and an analysis of documents considered relevant guiding teachers practice. As part of the results, the analysis of four guiding documents is presented: 1. Diretrizes Curriculares Nacionais Gerais da Educação Básica; 2. Diretrizes Curriculares para o Ensino Fundamental do Sistema Público Municipal de Ensino de Fortaleza; 3. Elementos Conceituais e Metodológicos para Definição dos Direitos de Aprendizagem e Desenvolvimento do Ciclo de Alfabetização (1º, 2º e 3º anos) do Ensino Fundamental; 4. Caderno de Ciências da Natureza no Ciclo de Alfabetização do Pacto Nacional pela Alfabetização na Idade Certa. The other results were constructed from the analysis of the data collected through the interviews with the teachers. We infer that there are ambiguities in the official texts and in the teachers' statements in a current context of external and internal collections to the school, through large-scale evaluations, when now praying the documents and the statements suggest democratization of the teaching of the various disciplines in an interdisciplinary, now suggest the prioritization of Portuguese and Mathematics teaching for the first years of elementary school. We assume that, Scientific Literacy is hampered by the short time teachers have available to work on science content.