SCIENTIFIC EXPERIMENTATION: AN IMPULSE FOR AGENCY DEVELOPMENT IN CHILDREN OF CHILDHOOD EDUCATION

Abstract

The aim of this article is to discuss work with scientific concepts, in moments of scientific experimentation, to understand how they boost the development of agency (Stetsenko, 2017, 2019; Ninin and Magalhães, 2017) in children from the 1st year of Elementary School. Methodologically, it is anchored in the Critical Collaboration Research (PCCol) (Magalhães, 2012; Ninin and Magalhaes, 2017), an activist and interventionist theoretical-methodological approach. Elementary school children (1st year), aged between six and seven, participate in the research, carrying out scientific experiments biweekly. The analyzed data were produced in the classroom, collected through video recording and later transcribed. The results revealed that, in the cycle of scientific research, the dimensions of questions were focused (Ninin, 2018) based on the argument, encouraging the development of the children's reflective process.