Produção de histórias infantis para os anos iniciais do ensino fundamental: um recurso didático numa visão CTS

Abstract

The Science Teaching (ST) has been the object of discussion in several educational areas. In its history has undergone considerable changes, One of them is the insertion in its discussions of the vision Science, Technology, Society (STS) vision. Since the 1960s, STS studies has been gaining strength and found fertile soil in the educational field. the link between ST and STS has been quite beneficial in the formation of a conscious citizen in the midst of a world immersed in Science and Technology, and whose natural environment has changed significantly. For this, it is necessary to find workable paths to these discussions. Focusing on the early years of elementary school, the gaze is directed towards the children, target audience of this educational level, and also on the teachers, their actions, thoughts and training. One way to introduce ST and STS subjects in a pleasant and enjoyable way can be through Children's Literature. It can, in addition to generating pleasure, provide initial reflections and deepen discussions, regardless of the reader’s age. In this work, we sought alternatives to instrument the teacher in environmental issues in a STS vision through Potential Literature Reception by Children's Reader. A research was done with Pedagogy students in their initial formation, that already occupied the teaching function in the initial years of the Elementary School. We sought to identify their attitudes towards STS and the concepts they conceived as the most important to be worked on in their classes. We used a questionnaire consisting of objective and subjective questions, and a Likert Scale. Based on the data obtained, an infantial history was written that possessed the characteristics required to be considered in Children's Literature and elements that could generate discussions in the classroom around the environmental concepts presented by the teachers. After that, the history was submitted to criticism of pedagogical students-teachers in a pedagogical workshop. The results were of acceptance of the history and viability of its use in the classroom of the early years of elementary school.