Pedagogical Practice with Ecocadernos

Dialogues between Science and Teacher Education

Abstract

Reflecting on science teaching in the early years through practices that bridge scientific knowledge and everyday experiences has proven essential for preparing teachers committed to fostering dialogue between science and society. This article aims to examine how pedagogical practices developed in a Pedagogy program can promote such dialogue, with a focus on science teaching in the early years and on teacher education. The study draws on the production of Ecocadernos within the Pedagogy program, involving 40 undergraduate students from a federal university in southern Brazil. The proposal included awareness-raising activities, study, original production, and reflective writing, which together form the research corpus. Three categories emerged from the analysis: contributions to teacher education; mediation between scientific and everyday knowledge; and dialogue between science and society. The findings indicate that the experience broadened participants’ understanding of the role of science in schools and strengthened socially situated pedagogical approaches.