Da reflexão à ação: diagnóstico e promoção de saberes docentes sobre o ensino de ciências por Investigação.

Abstract

This present study investigates how early years elementary school teachers understand Science Teaching by Investigation. In this sense, the study proposes the use of a pedagogical workshop as a means to favor the construction of the necessary knowledge to promote. The research is grounded in the historical path of Science teaching in Brazil, highlighting the inclusion of the discipline in the LDB (Law of Directives and Bases for Education) of 1961, the advancements promoted by the PCNs (National Curricular Parameters) of 1998, and the guidelines of the BNCC (National Common Curricular Base) of 2017, which consolidated investigation as an essential practice for scientific literacy. The study also draws on theoretical bases such as: Minayo (1994), Lorenzetti & Delizoicov (2001), Carvalho (2013), Sasseron (2015, 2016, 2017, 2018), Sasseron & Machado (2016), among others. Methodologically, this is a qualitative approach study, conducted with teachers from the Municipal School of Early Childhood and Elementary Education José Galdino de Oliveira, located in the Municipality of Jacaraú, Paraíba. The pedagogical workshop served as a formative space, involving practical activities, reflective journaling, and moments of collective analysis, allowing the teachers to experience the stages of the investigative process. The data analysis, carried out using hermeneutics, showed that, although there were difficulties in elaborating intervention proposals, the teachers understood this final action and recognized the relevance of investigation as a methodological resource capable of bringing science and reality closer together.