2013-05-072013-05-072010-03-26PEREIRA, Elisa de Nazaré Gomes. Constituir-se professora de ciências para crianças de 4 a 6 anos de idade: processos formativos do ensino e aprendizagem. 2010. 118 f. Dissertação (Mestrado) - Universidade Federal do Pará, Instituto de Educação Matemática e Científica, Belém, 2010. Programa de Pós-Graduação em Educação em Ciências e Matemáticas.https://repositorio.ufpa.br/handle/2011/3814In this research we assume the narrative as an epistemological support, because we understand that the narrative research helps us understand the processes of teacher education, knowledge and learning by which the subjects are replaced and thus constitute the process of identities. Our objective is to build relationships between the teacher education experiences lived and reported by the teachers investigated and their attitudes to teaching on the scientific literacy for children from 4 to 6 years of age. They were six subjects who participated in the research: two teachers acting in classes of 4 years; other two, with groups of 5 years, and two with classes for 6 years, which operate in 2 schools in the town of Castanhal (northeast of the State of Pará). In order to make the triangulation of the research, the corpus was composed from the following information collected: (i) transcription of semi-structured interviews with the six teachers; (ii) my field note observations of the pedagogical practices in science education which they have developed, and (iii) photographic records, which were analyzed from the perspective of textual analysis discourse. From a very careful analysis of the corpus, by means of readings and re-readings, of its deconstruction and unity, we built three axs of analysis: (i) the teachers’ education to teach Science: background knowledge; (ii) Conditions of Production of Teachers' Work: pedagogical implications; and (iii) Strategies for Teaching and Learning in Science Education. The analyzes of the results about the teachers’ experiences who were investigated during the process of early and lifelong education show that the professional preparation influences their conceptions and conducts educational when they teach science to children. As professional preparation we may consider the following aspects: the first contact to sciences in the context of Early Childhood Education and in the first year of elementary school throughout the course of teaching and/or graduate carried out and, the absence of a municipal plan or school of continuing education. In general, the teachers’ narratives also demonstrated that the implications of everyday teaching are related to some aspects as following: the little time they have for planning their pedagogical practices in science education, their lack of understanding of scientific concepts to be taught to children, the difficulties of access to sources of research and the large number of children per class. Still on the results of that study, from the reports of the teachers surveyed, and about what we have noticed in their pedagogical practices in science education, in general, the teaching strategies used by them are: circles of conversation; cutting and pasting; activities mimeografadas for textbooks; and use of concrete materials. When narrating their practices in science education, teachers demonstrated that, regardless of how each one teaches science to children, they believe they are contributing to their learning as children are been involved in the activities. Other possible contribution is based on the understanding that the teaching about science, which is propagated by the schools, is directly related to its reality.porAcesso AbertoAmazônia brasileiraFormação de professores de ciênciasAlfabetização científicaEnsino pré-escolarPrática de ensinoCastanhal - PAPará - EstadoDissertaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::ANTROPOLOGIA EDUCACIONALCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO PRE-ESCOLAR