Resumo

ARAUJO, Luiz Carlos Marinho de; JUSTINA, Lourdes Aparecida Della  e  CARVALHO, Marco Antonio Batista. Freirean Perspectives on the Curriculum of Science: the Didactic-Scientific Literacy of the Basic Education Science Teacher - Early Years. e-Curriculum [online]. 2024, vol.22, e60406.  Epub 23-Set-2024. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2024v22e60406.

The input of the Science teacher in permanent training has shown to be favorable to the overcoming of the silencing present in Science teaching. In this study, the aim is to expand the discussions around the Curriculum for Science teaching, anchoring ourselves on the freirean epistemology stemming from the Didactic-Scientific Literacy of the Basic Education Science teacher - Early Years. The qualitative study adopted the Action research as methodology and the tools: dynamic and discourse of the research’s participating faculty. The data was analyzed through Freirean Discourse Analysis. As a result, we noticed the presence of the views of Curriculum: simplistic and expanded. Through an expanded view, three freirean perspectives were highlighted: dialogue, criticality and context. We also identified the need for permanent training for Science teachers that encompasses the fields of the Curriculum and the Didactic-Scientific Literacy.

Palavras-chave : curriculum; Science teaching; permanent training; freirean epistemology.

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