A curiosidade da criança no processo de ensino-aprendizagem nos anos iniciais do ensino fundamental: percepções e perspectivas docentes.

Abstract

The present work has as general objective understand how curiosity is developed in the teaching-learning process in the early years of elementary school and justified itself by the enrichment of the literature on children's curiosity in a school context. The motivation for this study was to identify the actions that teachers take on to stimulate curiosity in the classroom and the difficulties that teachers encounter in working on learning from an autonomous and participatory perspective. In this research, we seek to answer the following problematizing question: how is curiosity understood and worked on in the teaching-learning process in the early years by teachers? The applied methodology was a qualitative approach, with a field study, using semistructured interviews as the data collection instrument. The interviews were conducted with four teachers, respectively, from the first, second, third and fourth grades of the early years of elementary school. The subjects of this research are teachers from public schools, located in the city of São José de Piranhas-PB. The main references that provided theoretical support for this investigation were the following authors: Freire (1996), Cardoso (2024), Dalbosco (2012), among others. From the analysis of the data, it was possible to understand that all teachers interviewed give importance to the ability to work on children's curiosity. However, teachers still encounter challenges in developing this ability, such as the lack of attention and focus on the part of the children, making it difficult for them to develop learning based on curiosity.