CONTEÚDOS DE ASTRONOMIA NA FORMAÇÃO INICIAL DE PEDAGOGOS: UMA ANÁLISE DOCUMENTAL

Abstract

The present investigation aimed to identify the presence of Astronomy-related content in the initial training of pedagogy teachers. To this end, we analyzed the Pedagogical Course Projects (PPCs) and the syllabus of the course Fundamentals and Methodology of Science Teaching (or its equivalent), offered in the Pedagogy degree program at UFMS, in order to verify whether the education of future teachers includes topics related to Astronomy and its teaching. Considering the objectives of the study, a qualitative approach was adopted, consisting of a documentary research design. The results showed that there are no explicit references to Astronomy-related content in the analyzed documents, revealing that the topic is not systematically addressed in the initial training of pedagogy teachers. This gap confirms that, although the BNCC recommends the inclusion of Astronomy content from the early years of elementary education, such content remains absent or superficially treated in UFMS’s Pedagogy programs. The conclusion of this study reinforces that, despite the lack of directly related Astronomy content in the UFMS Pedagogy curriculum, the relevance of this theme in teacher education is evident, as established by the BNCC. The inclusion of Astronomy in teacher training is essential, as it enables future educators to understand and explain fundamental natural phenomena that stimulate curiosity and foster the development of scientific thinking from the earliest years of schooling. Furthermore, this inclusion contributes to students’ active, critical, and investigative learning.