dc.contributorMatos, Eloiza Aparecida Silva Avila de
dc.contributorhttp://lattes.cnpq.br/0394414374162107
dc.contributorPaula, Lucimara Cristina de
dc.contributorFrasson, Antonio Carlos
dc.contributorBertoni, Danislei
dc.contributorMatos, Eloiza Aparecida Silva Avila de
dc.creatorHaile, Ana Caroline
dc.date.accessioned2019-03-14T20:07:01Z
dc.date.accessioned2022-12-06T14:53:11Z
dc.date.available2019-03-14T20:07:01Z
dc.date.available2022-12-06T14:53:11Z
dc.date.created2019-03-14T20:07:01Z
dc.date.issued2018-12-07
dc.identifierHAILE, Ana Caroline. O ensino de ciências na educação infantil. 112 f. Dissertação (Mestrado em Ensino de Ciência e Tecnologia) - Universidade Tecnológica Federal do Paraná, Ponta Grossa, 2018.
dc.identifierhttp://repositorio.utfpr.edu.br/jspui/handle/1/3946
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5257484
dc.description.abstractThe objective of this study was to analyze how the educational intentionality of the teacher, together with the curiosity of the children, having as allies two teaching strategies - Freinet's class-Ride and the Didactic Sequence - can collaborate in the teaching of Science in Early Childhood Education. Through the theoretical reference, it was possible to understand how this process was constructed, as well as the foundations on the feeling of childhood and the thoughts of the main educators and philosophers of Early Childhood Education. With the approval of the Law on Guidelines and Bases of National Education (1996), Infant Education was regulated, being placed as the first stage of Basic Education. Other normative documents were contemplated in the research, such as the National Curricular Common Base (2017). In the methodological design, it was observed that this research uses a dialectical, observational, descriptive, exploratory and qualitative approach, concentrating on three categories of analysis focused on objectives: The Contributions of Educational Intentionality through the Teaching Strategies: the Class-Ride and the Didactic Sequence in Early Childhood Education; The Contribution of Science Teaching in Child Education; and, The Contribution for the Development of Learning Rights in Early Childhood Education. This research was carried out with children of four years old, from the Infantil IV B group of the Municipal Center of Early Childhood Education Bishop Geraldo Micheletto Pellanda, from the Municipal Teaching Network of the city of Ponta Grossa / PR. The final result of the research consisted of description, analysis and discussions related to the pedagogical practice around the applicability of the Didactic Sequence and the Class-Ride in the teaching of Science in Early Childhood Education. The development of scientific knowledge and contributions to children's learning were fully identified, collaborating with the construction of their identities and their sense of respect for the world. The role of the researcher as mediator committed to children's learning rights is also highlighted. An educational book was created as an educational product with the purpose of disseminating the teaching of Science in Early Childhood Education.
dc.publisherUniversidade Tecnológica Federal do Paraná
dc.publisherPonta Grossa
dc.publisherBrasil
dc.publisherPrograma de Pós-Graduação em Ensino de Ciência e Tecnologia
dc.publisherUTFPR
dc.rightsopenAccess
dc.subjectCiência - Estudo e ensino
dc.subjectEducação de crianças
dc.subjectExcursões escolares
dc.subjectPrática de ensino
dc.subjectScience - Study and teaching
dc.subjectEarly childhood education
dc.subjectSchool field trips
dc.subjectStudent teaching
dc.titleO ensino de ciências na educação infantil
dc.typemasterThesis


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