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STS in the early years of elementary school: approaches to the water

In view of the defense for the formation of citizens capable of making a critical reading of reality, in the perspective of Paulo Freire, and that this should be started in the first years of schooling, this work discusses a proposal for curricular intervention, for the initial years of elementary e...

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Principais autores: Jose da Silva, Raimunda Leila, Strieder, Roseline Beatriz
Formato: Artigo
Idioma: Português
Publicado em: Universidade Tecnológica Federal do Paraná (UTFPR) 2020
Acesso em linha: http://periodicos.utfpr.edu.br/actio/article/view/11778
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spelling peri-article-117782022-10-18T23:53:36Z STS in the early years of elementary school: approaches to the water CTS nos anos iniciais do ensino fundamental: abordagens para a temática água Jose da Silva, Raimunda Leila Strieder, Roseline Beatriz Educação, Ensino de Ciências Ensino de Ciências; Ensino Fundamental; CTS. Science teaching; Elementary School; STS In view of the defense for the formation of citizens capable of making a critical reading of reality, in the perspective of Paulo Freire, and that this should be started in the first years of schooling, this work discusses a proposal for curricular intervention, for the initial years of elementary education, guided by the assumptions of Education in Science-Technology-Society (STS) and focused on the issue of water. The research that outlined the study was that of a qualitative approach because it understands that it has a flexible, open design and maintains investigative rigor in its development. In addition to an analysis of how this theme is presented in official Brazilian documents aimed at science teaching in the early years of elementary school, possible approaches to be carried out in this context are presented. With this, it is expected to contribute to the universe of investigations concerned with contemplating the assumptions of STS education in the early years of elementary school in the perspective of the development of social commitments by students. Diante da defesa pela formação de cidadãos capazes de fazer uma leitura crítica da realidade, na perspectiva de Paulo Freire, e de que essa deve ser iniciada nos primeiros anos de escolarização, neste trabalho é discutida uma proposta de intervenção curricular, para os anos iniciais do ensino fundamental, balizada pelos pressupostos da Educação em Ciência-Tecnologia-Sociedade (CTS) e centrada na questão da água. A pesquisa que delineou o estudo foi a de abordagem qualitativa por entender que esta apresenta um desenho flexível, aberto e mantém o rigor investigativo em seu desenvolvimento. Além de uma análise de como essa temática é apresentada em documentos oficiais brasileiros direcionados ao ensino de Ciências nos anos inicias do ensino fundamental, são apresentadas abordagens possíveis de serem realizadas nesse contexto. Espera-se, com isso, contribuir para o universo de investigações preocupadas em contemplar os pressupostos da educação CTS nos anos iniciais do ensino fundamental na perspectiva do desenvolvimento de compromissos sociais por parte dos estudantes. Universidade Tecnológica Federal do Paraná (UTFPR) 2020-07-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares, Artigos Originais, Artigos de Revisão Pesquisa qualitativa application/pdf http://periodicos.utfpr.edu.br/actio/article/view/11778 10.3895/actio.v5n2.11778 ACTIO: Teaching in Sciences; v. 5, n. 2 (2020); 1-19 ACTIO: Docência em Ciências; v. 5, n. 2 (2020); 1-19 2525-8923 10.3895/actio.v5n2 por http://periodicos.utfpr.edu.br/actio/article/view/11778/7626 Direitos autorais 2020 ACTIO: Docência em Ciências http://creativecommons.org/licenses/by/4.0
institution Universidade Tecnológica Federal do Paraná
collection PERI
language Português
format Artigo
author Jose da Silva, Raimunda Leila
Strieder, Roseline Beatriz
spellingShingle Jose da Silva, Raimunda Leila
Strieder, Roseline Beatriz
STS in the early years of elementary school: approaches to the water
author_sort Jose da Silva, Raimunda Leila
title STS in the early years of elementary school: approaches to the water
title_short STS in the early years of elementary school: approaches to the water
title_full STS in the early years of elementary school: approaches to the water
title_fullStr STS in the early years of elementary school: approaches to the water
title_full_unstemmed STS in the early years of elementary school: approaches to the water
title_sort sts in the early years of elementary school: approaches to the water
description In view of the defense for the formation of citizens capable of making a critical reading of reality, in the perspective of Paulo Freire, and that this should be started in the first years of schooling, this work discusses a proposal for curricular intervention, for the initial years of elementary education, guided by the assumptions of Education in Science-Technology-Society (STS) and focused on the issue of water. The research that outlined the study was that of a qualitative approach because it understands that it has a flexible, open design and maintains investigative rigor in its development. In addition to an analysis of how this theme is presented in official Brazilian documents aimed at science teaching in the early years of elementary school, possible approaches to be carried out in this context are presented. With this, it is expected to contribute to the universe of investigations concerned with contemplating the assumptions of STS education in the early years of elementary school in the perspective of the development of social commitments by students.
publisher Universidade Tecnológica Federal do Paraná (UTFPR)
publishDate 2020
url http://periodicos.utfpr.edu.br/actio/article/view/11778
_version_ 1805451178257940480
score 10,814766

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