Abstract: Faced with the urgent education al discouragement in the current context, this article aims to discuss results found in theses produced in the area of science and mathematics education focused on the early years of elementary school. The study is justified given the lack of work focused on the early years of elementary school, in view of the relevance of the specific knowledge of these areas for scientific training and elementary mathematical concepts in early school children. An analysis of eighteen theses in the area of science and mathematics education published between 2013 and 2017, coming from a mapping of the Post graduate Programs in Science and Mathematics Education, carried out under a project developed in the Scientific Initiation Scholarship Program/UFN, funded by FAPERGS. The theses were analysed from three categories defined a priori: a) specific knowledge; b) didactic aspects; c) perspectives of teacher training. The theses demonstrate a prevalence of specific knowledge with anend in itself, with procedural didactic aspects carried out in a punctual manner, without perspectives of continuity. In relation to the productions that were analysed, it was found that most of them focus on a specific content without perspectives of teacher training, which rein forces the need to invest in studies regarding initial and continuing education and teachers, especially multipurpose teachers who have difficulties in teaching specific subjects in the initial series. These considerations point to the need to invest in studies related to the initial years of elementary education in these areas for theim provement of scientific and mathematical literacy at this level of education. From the discussion of these aspects, there is an encouragement to sensitize scholars of the area to reflection the works that are produced in the strict sense which should directly impact on basic education.
Processing Request
No Comments.