Learning through research in childhood education

Abstract

The research presented focuses on Scientific Literacy in Early Childhood Education. The objective is to investigate how Scientific Literacy can be developed in this teaching cycle, through activities that embrace play. The methodology is based on action research, with a qualitative approach and hermeneutic method. The research was carried out at a private educational institution in Curitiba, which adopts practices aimed at Scientific Literacy. The study involved the participation of several professionals, including teachers, coordinators and members of research groups at a university. The focus of the investigation was to observe teaching practices that promote Scientific Literacy, in addition to reflecting on teachers' understanding of their role and that of children as researchers, through triangulation with the National Common Curricular Base and Complexity Theory.