SCIENTIFIC APPROACH AND ANIMAL RIGHTS IN EARLY CHILDHOOD: PROBLEMATIZING AQUARIUMS THROUGH LUDIC ACTIVITIES IN A KINDERGARTEN SCHOOL

ABSTRACT:

In this study, we explored how 4 to 5-year-old children addressed the values attributed to shark habitat. The examined interactive sequence is part of a case study conducted in a class of an EMEI (Municipal School of Early Childhood Education) in the city of São Paulo, located in a peripheral and vulnerable region, with 32 children. To comprehend the context, we developed an episodic map and applied the categories of Lemke (1990) and Mortimer and Scott (2003) in the thematic pattern study. Our objective was to assess to what extent the interaction established a dialogic space for listening to the children, essential for the development of critical thinking. The results indicate that, from an early age, children present sociocultural views about shark habitat. However, through playful activities that encourage questioning and consideration of different perspectives, it was possible to stimulate critical thinking and ethical reflection of the children concerning this specific environment.

Keywords:
Early childhood; Scientific approach; Thematic pattern