Ensino de ciências, alfabetização científica e sustentabilidade na compreensão de professores que atuam nos anos iniciais no município de Tapera/RS

Abstract

In this study, inserted in the line of research Educational Processes and Language of the Postgraduate Program in Education at the University of Passo Fundo, the objective was to understand how the teaching of Science, Scientific Literacy and Sustainability is included in the pedagogical practice of teachers who They work in the Initial Years of the municipality of Tapera/RS. It starts from the problem surrounding the teaching of Science in the Initial Years, particularly in relation to the objects of knowledge covered, bringing up, as a central question, the question: What do the teachers of the Initial Years in the city of Tapera/RS reveal, about Science teaching, in its articulation with Scientific Literacy and Sustainability? In the theoretical framework, contemporary authors linked to the organization of teaching in this stage of Basic Education, Scientific Literacy and Sustainability are used. Furthermore, there is a dialogue with the Common National Curriculum Base and the Goals for Sustainable Development, proposed by the United Nations. The study participants are Early Years teachers from the Tapera/RS municipal education network and the municipality's Secretary of Education, Culture, Sports and Leisure. The methodology adopted is a qualitative approach, based on a descriptive study, of the case study type. Data collection occurred through: a) questionnaire made available on the Google Forms platform and answered by 11 of the 19 teachers who work in the Early Years in the municipality; b) semi-structured interview with the municipality’s Secretary of Education, Culture, Sports and Leisure; and c) thematic narratives from 14 of the 19 teachers from the municipal teaching staff who agreed to participate in this stage of the study. The data produced were analyzed in the light of Content Analysis (BARDIN, 2016), taking as reference the three categories established a priori, named as follows: 1) Learning and teaching Science; 2) Content Analysis in Science teaching; 3) Sustainability in Science classes. The results obtained, according to the speeches of the teachers and the Secretary of Education, allow us to infer that the teachers, despite the difficulties mentioned in contemplating Science knowledge in the Initial Years, (a) work on the knowledge within their possibilities and what the municipality can provide opportunities; (b) demonstrate interest in learning and teaching about Science; (c) believe that knowledge in this area is a possibility for scientific training that needs to be encouraged at school from a young age; (d) are concerned about including, in pedagogical practice, content and actions that provide opportunities for scientific literacy and discussions about Sustainability. Regarding this aspect, the participating teachers highlight the importance of interdisciplinary teaching projects, developed at school and which could enhance Science teaching from the perspective of scientific literacy and Sustainability. Finally, the study highlights the importance of this knowledge in the Early Years and highlights the need to promote continuing training courses in Science teaching in the Early Years. These aspects would enable Scientific Literacy and Environmental Sustainability to become a guiding thread for addressing themes in the school curriculum at this educational stage.