Resumo

DESOUZA, Carolina Rodrigues. Science in the educational environment of children: From making science to the awareness of doing. Rev. Elet. Educ. [online]. 2016, vol.10, n.1, pp.42-51. ISSN 1982-7199.  https://doi.org/10.14244/198271991449.

This article aims to reflect on the possible articulations of the development of science in the education of children and their respective childhoods. While in Kindergarten and Elementary School students are, above all, children, and as such, subjects endowed with intelligence, emotions, and feelings. They are able to make observations, retain information, propose arguments, participate in discussions, and make choices that allow them to exercise free expression of theirs thoughts in many different languages. However, to ensure the effective participation of the child as a subject of today, not an intented being, it is necessary to reconsider the actions and relationships in the school environment. In this sense, this study highlights contributions on how the educational process of science can/should be thought in the process of children education. Also, we hope to provide access to scientific culture without detracting the childhoods. We highlight the possibility of using some powerful elements of science in the school environment to sharpen curiosity and improve new worldviews. Often different from the adult perspective, science in children education should emphasize issues such as the specificity of child logic, which encompasses creativity, imagination, fantasy, and desire. This article, in its theoretical nature, discusses notions such as childhood, children, and science in order to consider a type of early childhood education in which an educational routine with elements of scientific culture would enable the occurrence of childhood practice.

Palavras-chave : Children; Childhood; Science Education.

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