Teaching Science in the Early Years: historical and practical perspectives

Abstract

This article aims to seek arguments to strengthen the discussion on Science teaching in the early years.  This is a review study on how Science teaching was outlined in the country, especially from the second half of the 20th century until the implementation of the National Common Curricular Base (BNCC), in 2017. In the discussion of the study, scientific literacy and the investigative process as learning strategies in Science, with brief explanations about the Investigative Cycle.  It is argued that science teaching should be able to contextualize the conceptual contents of the reality in which each school is inserted, seeking the understanding and learning of scientific knowledge, valuing the experience of all those who make up the school universe.