Vivendo as ciências da natureza na educação infantil: movimentos de transformação na prática de uma professora

Abstract

This research was carried out with the objective of understanding the way a childhood education teacher develops activities of natural sciences with children in the age of 4 years old and the knowledge produced in these interactions. The ways in which the teacher's work was organized, re-assigned and re-elaborated by teaching nature sciences, and new meanings were attributed to teaching-learning in early childhood education. Actions were planned, executed, evaluated between participating teacher and researcher. This work had an impact in the school where, in the following year, the group of teachers that started to discuss the pedagogical practice in sciences articulated to the other themes of early childhood education. Our data reaffirm the importance of collaborative work in schools, understanding them as possibilities for reflection, sharing and building knowledge. They also show the potential of building children's knowledge when engaged in activities where they can manipulate, observe, discuss, have voice and be heard.