As contribuições do ensino de ciência no processo de alfabetização das crianças dos anos iniciais do Ensino Fundamental

Abstract

This work aims to understand how Science Teaching in the early years of Elementary School I presents itself, with the purpose of subsidizing reflections on the actions that contribute to the teaching and learning process in literacy. Specifically, we seek to verify how Science Teaching is organized in the literacy cycle in official documents, identifying limitations/difficulties existing in the early years of elementary school. For the development of the work, we used the qualitative approach methodology, focusing on the bibliographical study. Starting from our first readings in studies that have the perspective of the historical-cultural theory as a presupposition, it was possible to verify the mediations and interactions of the teaching process, since the collected data demonstrated that the interactions between: teacher-child, child-child, enables the exchange of knowledge, as well as the knowledge already acquired, helps in the process of building new knowledge, which can contribute to Science Teaching in the literacy process. The research results showed that Science Teaching for the initial years of Elementary School is little worked, for reasons listed as: lack of knowledge of teachers, lack of didactic materials, lack of laboratories, deficit in initial training, among others. And, also, due to the requirements that the child must be literate in the mother tongue and in the teaching of mathematics in the first two years of Elementary School, the other fields of knowledge are in the background.