Alfabetização científica na educação infantil: uma intervenção lúdico-pedagógica a partir da extração de pigmentos.

Abstract

This work aimed to adapt scientific literacy for children in early grades of early childhood education through a playful and pedagogical intervention, using food pigment extraction as the theme. The study was conducted at a childcare center in the city of Itumbiara, state of Goiás, and involved three groups of students: one from the nursery, with children aged 3 to 4 years, and two Pre II groups, with children aged 5 to 6 years. The theoretical framework encompassed the definition of scientific literacy as a process through which children start to grasp scientific concepts and establish connections between them and the world around them. The chosen content for the intervention was the extraction of pigments from vegetables: kale, beetroot, and carrot, using accessible methodology and materials designed to introduce some basic concepts of chemistry, such as mixture separation and physical states of matter. The playful nature of the intervention involved producing paint and modeling clay from the pigments. As a result, the children actively engaged in the activities, followed the proposed tasks, demonstrated their learning, and had fun. They successfully extracted the pigments, tasted the foods, and absorbed scientific content. It can be concluded that, in addition to the scientific literacy aspect achieved through the study of pigments and the extraction process, the exchange of experiences and food tasting can promote better eating habits, acceptance of diversity, and exploration of new flavors. Besides teaching, this research may also encourage the consumption of fruits, vegetables, and greens, thereby improving dietary habits.