Aprendizagem em ciências na educação infantil: estudo de uma sequência didática envolvendo recursos tecnológicos digitais

Abstract

The present text refers to a dissertation developed using the research Line of Educational Process of Language in the post-graduation education program at Universidade de Passo Fundo-RS. The investigation begins in the need to implement and analyze a didactic sequence that enhance the learn of scientific knowledge in child education. Furthermore, the research considers that the child in this school level not only have conditions to dialogue with scientific knowledge how they have the right to have this opportunity. For that it structures an activity sequence didactically based on Three Pedagogical Moments (3PM), thus involving different strategic resources with emphasis in digital technologies. As the central research question we can ask: How it's manifested in the children at child education the different learning in the moment they apply the didactically activities based on scientific knowledge? The objective of this research is to analyze how it occurs in school time and space of child education, the learn of different natures associated with a didactic sequence aimed at discussing science concepts supported by didactic resources among which digital technological. For the development of this research it`s necessary a didactic intervention in the thematic “Forest Animals” involving a preschool class (children between 4 and 5 years). The didactic organization starts in a questioning who came from the reading of a child literature and it ends with a moment of dialogue with children. It was spent seven days in the activities – seven three-hour meetings consecutive encounters along of one week of classes. The investigative approach is based on a qualitative research and in action-research, using the following instruments to product data: teachers` diary registration (in this case the researcher), materials produced by the students during the didactic sequence application and videos of children during the episodes especially the ones who promote debates and discussions. The data analysis occurs by the learning episode appreciation and of data produced triangulation using as reference the theoretical discussions presented in the research especially the ones linked to the learning types by Henry Wallon perspectives. The results of the research indicate the learning types – cognitive, motor and affective coexist although it can favor some learnings in determined activities; that the structure of didactic sequence allows dynamical, contextualized and meaningful classes in the learning process; that the scientific knowledge can be since the young ages; and that the digital technologies represent an alternative to enhance the didactic actions for the different learnings beyond to represent an approximation method for children in the contemporary world.