Ensino na Educação Básica

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http://repositorio.ufes.br/handle/10/17608
Programa de Pós-Graduação em Ensino na Educação Básica

Centro: CEUNES
Telefone: (27) 3312 1575
URL do programa: http://www.ensinonaeducacaobasica.ufes.br/apresenta%C3%A7%C3%A3o-0

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    Interações e brincadeiras no ensino de ciências na educação infantil : uma experiência em uma escola da rede municipal de Linhares, Espírito Santo
    (Universidade Federal do Espírito Santo, 2025-06-03) Capellini, Raiane; Orientador1; https://orcid.org/; https://buscatextual.cnpq.br/buscatextual; https://orcid.org/; https://buscatextual.cnpq.br/buscatextual/busca.do; 1º membro da banca; https://orcid.org/; https://buscatextual.cnpq.br/buscatextual/busca.do; 2º membro da banca; https://orcid.org/; https://buscatextual.cnpq.br/buscatextual/busca.do
    Schools play a fundamental role in the historical and cultural development of students. Science, as it is present in everyday life, can and should be addressed from the first stage of Basic Education: Early Childhood Education. Given the relevance of scientific knowledge, it is necessary to reflect on whether this has, in fact, been provided to young children in the school environment. Considering children as the subject of this research is justified by the need to know, understand and respect their own way of learning. In this sense, it was essential to study the current curricular documents, such as the National Common Curricular Base (BNCC), which is nationwide, and the Espírito Santo Curriculum, which is statewide and aligned with the BNCC, which propose teaching for children based on two structuring axes: interactions and play. These axes represent languages specific to childhood, which manifest themselves in a dynamic and inseparable way, allowing children to observe, explore, formulate hypotheses, argue, seek information and prepare syntheses. Thus, this research sought to observe and analyze whether the approach to the field of Science, mediated by moments of interaction and play, is capable of promoting learning and child development. The investigation was carried out with 20 children in a Municipal Early Childhood Education Center in the city of Linhares - ES. The central question was: Did learning and language expansion occur in the field of Science through interactions and play? As a general objective, the proposal was to carry out moments of interaction and play with children aged 4 and 5 and verify the signs of learning and expansion of scientific language. Documentary research and participant observation were used as data collection instruments. For data analysis, Historical-Dialectical Materialism was adopted as the theoretical-methodological approach. The results indicate that learning occurred through moments of interaction and play, favoring dialogue, interaction and the collective construction of knowledge, in addition to fostering the expansion of language