Um estudo da evolução das concepções de professoras dos anos iniciais sobre a alfabetização científica

Abstract

We understand that the participation of teachers in a collaborative group can promote reflection on their difficulties and study of approaches, perspectives on the teaching of Science, Technology, Society and Environment (STSE), Scientific Literacy, experiments in the classroom, as well as developing an investigative attitude and the sharing of successful practices, supporting the coping with the difficulties arising from the teaching action. This research is based on this collaborative group that consists of six teachers from the municipal networks of cities in the region of Sorocaba / SP, all with training in Pedagogy. The objective of the researchers with the group is to face the difficulties for the implementation of Scientific Literacy (AC) in the initial years. The following instruments were developed for the research and applied on a quarterly basis: CA indicators; didactic models; distorted views of science and training needs, which aimed to identify the evolution of teachers' conceptions during participation in the collaborative group. If, on the one hand, it could be said that, initially, CA was a common objective of the group, it is now possible to say that teachers feel more prepared for the implementation of CA in their classes, as they feel supported by each other.