O pinhão como foco de uma sequência de ensino investigativa em ciências para os anos iniciais do ensino fundamental ; Pinion as the focus of an investigative science teaching sequence for the early years of elementary education

Natural Sciences are part of the students' daily lives, that is, their reality. Relating everyday events to the content to be worked on enables the development of meaningful learning, as these become meaningful and relevant in the lives of students. At school, as the contents of Science have been worked on, many times, they do not meet the needs of the student. Teaching by investigation presents itself as a possible approach capable of bringing favorable results to the teaching/learning process, making it attractive and engaging, stimulating the construction of knowledge by the student and his autonomy. This dissertation aims to investigate how an investigative teaching sequence, based on the central theme of pinion, can contribute to the scientific literacy of students in the Early Years of Elementary School. The research had a qualitative approach and the procedure adopted was the case study. It was developed with 20 students from the 3rd and 4th years of Elementary School, from a school in the central region of Rio Grande do Sul – Brazil. A Sequence of Teaching by Investigation was proposed, which had as its starting point the June Festivals, more specifically the pinion, being organized in 5 modules. Data collection was carried out through a Logbook, descriptive sheets, material, images, transcription of audios and videos. The evaluation was carried out based on the analysis of the collected data. The work carried out fulfilled the necessary steps for scientific investigation, promoted the development of Scientific Literacy and provided the construction of meaningful learning. Teaching by investigation in Science provided students not only with the contact with the syllabus necessary for the educational stage in which they are inserted, but mainly, the construction and apprehension of knowledge related to them. Thus, when we promote teaching by investigation, we contribute to the formation of a critical, questioning, aware and active subject in society. We emphasize that this is not an end, but a beginning, ...