Olhares desviantes de uma estagiária: um ensino de Ciências alfabetizador

Abstract

In this text, we seek a discussion about the pedagogical practices of Science and the literacy process that emerges from the perspective of an intern of the Literacy Management Program (PGA), in a municipal school in Manaus. Through this theme, we seek to problematize the pedagogical practices of Science and its relations with the literacy process in the early years of elementary school, from the experience of an intern at the PGA. Around this, it was necessary to narrate our pedagogical practices of Sciences, as well as to discuss the relations between these science practices and the literacy processes, in addition to analyzing the statements of the relationship between science practices and literacy processes, from the experience of an intern at the PGA.We highlight a qualitative approach through autobiographical narrative research, since the source of the investigation was an experience as an intern, before the pandemic, starting from observations recorded daily in a registration notebook. However, in addition to the records in the notebook, we also carried out a conceptual exploration from the study of important authors in the area, PGA documents, testimonials and events. Later, this look at the theme resulted in devious reflections about some points from actions that unfold in the learning of the sciences, reading and writing closer to the realities of the classes. In general, there is a need to see education as a constant reconstruction, through the valorization of teaching learning, the self-formative rethinking of teachers, as well as the proximity between the knowledge of the sciences and the reading and writing training of children who are necessary beyond the walls of schools.