Diálogos sobre a formação inicial dos pedagogos no campo das ciências naturais

Addressing Natural Sciences in the early years of basic schooling requires attention to certain specificities. The first lies in the training of the teacher responsible for working in this field, both in Early Childhood Education and in the Initial Years of Elementary School, generally holding a degree in Pedagogy. Another aspect is the need to rethink the function and space of Natural Sciences in the school context at the beginning of Basic Education. Considering the complexities of the training and performance of the Pedagogue in this area, this ongoing research aims to promote formative actions that strengthen the construction of meaningful links between the university and schools, based on collaborative work between teachers in training and those already working in the school context within the Initial Years of Elementary School. As specific objectives, it aims to strengthen the improvement of the professional performance and formative processes of teachers and to promote qualitative advances in student learning around ​​Natural Sciences. This is a qualitative study and is characterized as action research. In this phase of the study, participant observation and field diary entries were used as data collection techniques. Preliminary results indicated that collaborative actions within the school setting are promising both for enhancing student learning and for improving initial teacher training and performance.