Iniciação às ciências da natureza na educação infantil na perspectiva da teoria histórico-cultural
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Data
2023-02-24
Autores
Camargo, Débora Vanessa
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Universidade Estadual Paulista (Unesp)
Resumo
Antes mesmo de iniciar a escolarização, as crianças mostram-se curiosas em relação aos elementos pertencentes ao seu entorno por meio de experiências ou vivências cotidianas com pessoas que as circundam e, desde pequenas, são capazes de se envolver com os elementos próprios do mundo físico e natural. Entretanto, algumas premissas equivocadas interferem na introdução às Ciências Naturais na Educação Infantil, considerando que as crianças não conseguem aprender elementos tão abstratos. Os aportes da Teoria Histórico-Cultural apresentam um caminho possível para superar tais premissas, bem como sinalizam possibilidades para o engajamento das crianças pequenas com a formação de bases para o pensamento científico. Com essa perspectiva, a pesquisa realizada partiu da seguinte problematização: qual o perfil dos estudos sobre Iniciação às Ciências da Natureza na Educação Infantil relacionados à Teoria Histórico-Cultural? A partir dessa problematização, a pesquisa objetiva caracterizar o perfil dos estudos sobre Iniciação às Ciências da Natureza na Educação Infantil relacionados à Teoria Histórico-Cultural. Dentre as proposições mais específicas, buscou-se discutir sobre o processo de Iniciação às Ciências da Natureza na Educação Infantil e acerca da Formação de professores a partir de implicações pedagógicas decorrentes da Teoria Histórico-Cultural. Para isso, foi estruturada uma pesquisa bibliográfica com a inclusão de artigos científicos veiculados no Portal de Periódicos da Capes e no Catálogo Athena da Unesp. Esse trabalho sistemático de buscas, seleção e reunião de materiais foi efetivado mediante a utilização de descritores específicos e a proposição de critérios de inclusão e exclusão. Os dados produzidos foram selecionados a partir da análise de 17 artigos científicos considerados elegíveis para a investigação, organizados e discutidos por meio da utilização da técnica de Análise de Conteúdo em dois Eixos Gerais de Análise: 1) Ações pedagógicas com as crianças; e 2) Formação inicial e continuada de professores. As discussões envolveram seis eixos específicos de análise definidos a partir dos aspectos conceituais relativos à Teoria Histórico-Cultural presentes nos artigos analisados, a saber: a) Desenvolvimento humano; b) Desenvolvimento de habilidades mentais superiores – Funções psicológicas; c) Desenvolvimento da linguagem; d) Desenvolvimento do pensamento conceitual; e) Aprendizagem; f) Brincadeira e desenho. O conjunto de dados analisados apresenta uma compreensão sobre a importância da Iniciação às Ciências da Natureza desde a Educação Infantil, bem como um interesse pela temática nos trabalhos focados nessa interface de estudo. Esse interesse é percebido nas ações pedagógicas desenvolvidas com as crianças e nas intervenções com professores, visando à formação inicial e continuada. No que diz respeito à Teoria Histórico-Cultural, os trabalhos analisados apresentam conceitos próprios da teoria. Dentre os conceitos abordados nos estudos, é expressiva a discussão sobre o Desenvolvimento de habilidades mentais superiores – Funções psicológicas e Brincadeira e desenho. Por fim, a análise realizada evidencia a importância de propostas voltadas às Ciências no contexto da Educação Infantil, tendo como alicerce os pressupostos teóricos da Teoria Histórico-Cultural. A compreensão da teoria orienta o pensar e o agir da professora e do professor para a organização de espaços, materiais e proposição de situações de aprendizagens capazes de proporcionar condições para aprendizagens orientadoras do desenvolvimento das crianças em suas máximas potencialidades.
Even before starting school, children are curious about elements belonging to their surroundings through daily experiences or living with people around them and, from an early age, they are able to engage with the elements of the physical and natural world. However, some mistaken assumptions interfere with the introduction of Natural Sciences in Kindergarten, considering that children cannot learn such abstract elements. The contributions of the Cultural-Historical Theory present a possible way to overcome such presumptions, as well as signaling possibilities for the engagement of young children with the formation of bases for scientific thinking. With this perspective, the research started from the following problematization: what is the profile of the studies about Initiation to Nature Sciences in Early Childhood Education related to the Cultural-Historical Theory? Based on this problematization, the research aims to characterize the profile of studies about the Initiation to Nature Sciences in Early Childhood Education related to the Cultural-Historical Theory. Among the more specific propositions, the aim was to discuss the process of Initiation to the Nature Sciences in Early Childhood Education and teacher education based on pedagogical implications arising from the Cultural-Historical Theory. To this end, a bibliographic research was structured with the inclusion of scientific articles published in the Capes Periodicals Portal and in the Unesp Athena Catalog. This systematic work of searching, selecting, and gathering materials was carried out by using specific descriptors and proposing inclusion and exclusion criteria. The data produced were selected from the analysis of 17 scientific articles considered eligible for the investigation, organized in two General Axes of Analysis: 1) Pedagogical actions with children; and 2) Initial and continued teacher training. The discussions involved six specific axes of analysis defined from the conceptual aspects related to the Cultural-Historical Theory present in the articles analyzed, namely: a) human development; b) development of higher mental abilities - psychological functions; c) language development; d) development of conceptual thinking; e) learning; f) play and drawing. The set of data analyzed shows an understanding of the importance of Initiation to the Nature Sciences since Kindergarten, as well as an interest for the theme in the works focused on this study interface. This interest is perceived in the pedagogical actions developed with the children and in the interventions with teachers, aiming at initial and continued education. As far as the Cultural-Historical Theory is concerned, the analyzed works present concepts that are specific to the theory. Among the concepts addressed in the studies, is significant the discussion about the Development of higher mental habilities – Psychological functions and Play and drawing. Finally, the analysis shows the importance of proposals focused on Science in the context of Early Childhood Education, based on the theoretical assumptions of the Cultural-Historical Theory. The understanding of the theory guides the thinking and acting of the teacher for the organization of spaces, materials and proposition of learning situations able to provide conditions for learning oriented to the development of children in their full potential.
Even before starting school, children are curious about elements belonging to their surroundings through daily experiences or living with people around them and, from an early age, they are able to engage with the elements of the physical and natural world. However, some mistaken assumptions interfere with the introduction of Natural Sciences in Kindergarten, considering that children cannot learn such abstract elements. The contributions of the Cultural-Historical Theory present a possible way to overcome such presumptions, as well as signaling possibilities for the engagement of young children with the formation of bases for scientific thinking. With this perspective, the research started from the following problematization: what is the profile of the studies about Initiation to Nature Sciences in Early Childhood Education related to the Cultural-Historical Theory? Based on this problematization, the research aims to characterize the profile of studies about the Initiation to Nature Sciences in Early Childhood Education related to the Cultural-Historical Theory. Among the more specific propositions, the aim was to discuss the process of Initiation to the Nature Sciences in Early Childhood Education and teacher education based on pedagogical implications arising from the Cultural-Historical Theory. To this end, a bibliographic research was structured with the inclusion of scientific articles published in the Capes Periodicals Portal and in the Unesp Athena Catalog. This systematic work of searching, selecting, and gathering materials was carried out by using specific descriptors and proposing inclusion and exclusion criteria. The data produced were selected from the analysis of 17 scientific articles considered eligible for the investigation, organized in two General Axes of Analysis: 1) Pedagogical actions with children; and 2) Initial and continued teacher training. The discussions involved six specific axes of analysis defined from the conceptual aspects related to the Cultural-Historical Theory present in the articles analyzed, namely: a) human development; b) development of higher mental abilities - psychological functions; c) language development; d) development of conceptual thinking; e) learning; f) play and drawing. The set of data analyzed shows an understanding of the importance of Initiation to the Nature Sciences since Kindergarten, as well as an interest for the theme in the works focused on this study interface. This interest is perceived in the pedagogical actions developed with the children and in the interventions with teachers, aiming at initial and continued education. As far as the Cultural-Historical Theory is concerned, the analyzed works present concepts that are specific to the theory. Among the concepts addressed in the studies, is significant the discussion about the Development of higher mental habilities – Psychological functions and Play and drawing. Finally, the analysis shows the importance of proposals focused on Science in the context of Early Childhood Education, based on the theoretical assumptions of the Cultural-Historical Theory. The understanding of the theory guides the thinking and acting of the teacher for the organization of spaces, materials and proposition of learning situations able to provide conditions for learning oriented to the development of children in their full potential.
Descrição
Palavras-chave
Educação, Educação infantil, Iniciação às ciências da natureza, Teoria histórico-cultural, Education, Early childhood education, Initiation to nature sciences, Cultural-historical theory
Como citar
CAMARGO, Débora Vanessa. Iniciação às ciências da natureza na educação infantil na perspectiva da teoria histórico-cultural. Universidade Estadual Paulista (Unesp), 2023.