Science education in early childhood: the pedagogical potential of non-formal spaces in the practices of early childhood education teachers

Abstract

This article analyzes the concepts and practices of Early Childhood Education teachers regarding the use of non-formal educational spaces for teaching Science. The research, of a qualitative nature, was developed with 16 teachers from a municipal Early Childhood Education school in Espírito Santo, and was structured in three stages: diagnosis through questionnaires, semi-structured interviews and the preparation of a booklet with pedagogical proposals. The results indicate that, despite facing logistical challenges, such as the lack of transportation and limited institutional support, the teachers recognize non-formal spaces as powerful environments for promoting meaningful experiences in Science Education. When intentionally mediated by the teachers, the pedagogical practices in these spaces favor children's protagonism, curiosity and the development of investigative skills from the first school years. It is concluded that the pedagogical use of these environments expands the possibilities of learning and brings children closer to scientific knowledge, respecting their own ways of being and interacting with the world.