Práticas de astronomia nos anos iniciais do ensino fundamental

Abstract

The experimentation and scientific literacy foreseen since the first years of basic education and in all subsequent levels of education, urgently needs to be systematized and implemented in the daily life of schools, in order to break with conventional characteristics and adopt a position that serves to transform society by incorporating new teaching practices, making the student the protagonist of their learning. To promote the general and specific skills introduced by the BNCC, such as the demand to develop, in science teaching, more precisely knowledge of astronomy since the first year of elementary school, concepts about the study of the shadow, the apparent movement of the sun, which previously were developed from the sixth grade. This new demand requires a paradigm shift in relation to the way of teaching and learning, in the vocabulary used by teachers and in relation to the ludicity with which these concepts must be presented in the classroom, therefore, it is imperative to use experimentation and the development of scientific literacy since the beginning of the student's school process. For this research, the main objective was to develop and apply didactic sequences based on experimentation and experience of activities, with the purpose of promoting the study of science, emphasizing astronomy concepts in the first years of elementary school, more precisely in the first and second years, in view of the skills presented at the BNCC. As the referential, we used studies on experimentation, scientific literacy and blended learning presented by Chasot, Araujo, Queiroz and others. The methodology was based on a qualitative approach, with the target audience being students of the first and second year of elementary school, from a private school in the city of Uruguaiana, Rio Grande do Sul. As a result, we present an article published in the REVASF magazine (Revista de Educação da Universidade Federal do Vale do São Francisco, ISSN: 2177-8183) with the title “Investigating the Concept of Shadow in the Early Years of Elementary School Through Remote Teaching”, held in 2020 with a first-year elementary school class and another manuscript submitted 04/04/2022 to the REVASF journal, realized in 2021, with the same students, now in the second year of elementary school, entitled “Apparent Movement of the Sun: didactic sequence for science teaching in the early years of elementary school”. It was found that the use of experimentation was fundamental for the construction of scientific literacy together with the literacy of the native language, which were constituted in parallel in the first two years of elementary school for this group of students. Lastly, it is understood that the appropriation of concepts about science teaching, specifically about astronomy, is necessary through playful strategies. Thus, with experimentation, students will be able to understand phenomena that permeate the children's universe, such as the study of shadows, the apparent movement of the sun, day and night, the passage of time, among others, now worked in order to expand vocabulary and scientific knowledge.