TRAINING OF EARLY CHILDHOOD TEACHERS IN BRAZIL
HISTORICAL SCENARIOS AND SCIENTIFIC LITERACY
DOI:
https://doi.org/10.48075/ri.v27i1.34796Keywords:
training of polyvalent teachers, scientific literacy, training needs in science teaching, history of science teachingAbstract
This text defends the argument that there is an urgent need to rethink the curriculum for initial training of elementary school teachers with a view to appropriating and developing scientific literacy (SC), while initially assuming that teacher training develops in various contexts and spaces that directly and indirectly influence their teaching activity. Thus, based on a qualitative research, of a bibliographic nature, triggered in the doctoral process, we investigated Brazilian historical scenarios in order to identify elements or situations that characterize the training of early grade teachers in Brazil in light of SC. When analyzing the initial training of early grade teachers in the country, with a historical lens, we observe a scenario of agreements and disagreements until SC became established in higher education; very recently, due to the ease of access to technologies, mainly focused on social media, that is, we point out the urgency to resignify initial training curricula, enhancing teaching knowledge in light of SC.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Direitos partilhados conforme licença CC BY-NC-SA 4.0
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in this journal agree with the following terms:
1. Authors maintain copyright and grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution License that allows the sharing of the work with recognition of authorship and initial publication in this journal.
2. Authors are authorized to assume additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (e.g., to publish in an institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
3. Authors are allowed and encouraged to publish and distribute their work online (e.g., in institutional repositories or as a personal page) at any point before or during the editorial process, as this may generate productive changes, as well as increase the impact and citation of the published work (See The Effect of Free Access).
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 4.0 International License, which permits sharing, copying, distributing, displaying, reproducing, the whole or parts provided it has no commercial purpose and the authors and source are cited.
