O DESAFIO DO LETRAMENTO CIENTÍFICO POR MEIO DO ENSINO DE CIÊNCIAS NATURAIS NO ENSINO FUNDAMENTAL

Abstract

Elementary Education comprises one of the stages of Basic Education, which is divided into Early Childhood Education, Elementary Education and High School, therefore in this stage students between 6 and 14 years old, children and adolescents are served, as a result of which Education is divided into Fundamental in Initial Years, from the 1st year to the 5th year, and Final Years, from the 6th to the 9th year. Thus, it was segmented into Areas of knowledge, such as Languages, Mathematics, Natural Sciences, Human Sciences and Religious Education, which develop the student's training, but have their own particularities. In this way, Natural Sciences proposes to allow access to scientific knowledge to develop a different perspective on their daily lives, aspiring to improve the exercise of their citizenship, then to develop learning situations that stimulate scientific curiosity to enable the establishment of problems, analyzes , communication and resolutions. Therefore, the study presented was based on the observation of the Caminhos da Ciência e Tecnologia project, which aims to enable the teaching and learning process to occur from learning experiences, so it develops from the 1st year to the 5th year with five different axes, these being Seedling Production, Food Production, Environmental Education, Comic Book Production and Scientific Practices. Thus, reporting the experience of a class held in the Scientific Practices axis carried out at the Federal Institute of Education, Science and Technology of Goiás on Campus Ceres. In this sense, the students' enthusiasm during the class can be noticed from the number of questions and involvement during the experimental practice, however, the contribution of this project in helping scientific literacy and stimulating students' critical thinking can be seen. , from the 1st to the 5th year, and in the training of undergraduate students in planning practical classes and valuing playful situations to contribute to the teaching and learning process.