O PROJETO SciPol: LUX E O ENSINO / APRENDIZAGEM DA CIÊNCIA NAS ESCOLAS PRÉ-ESCOLARES E PRIMÁRIAS NO LUXEMBURGO: O CASO DOS ESTUDANTES CULTURAL E LINGUISTICAMENTE DIVERSOS
DOI:
https://doi.org/10.31692/2595-2498.v1i01.24Keywords:
plurilingual students, primary science education, CLD students, translanguagingAbstract
Este artigo apresenta três casos diferentes de ensino e aprendizagem de ciência em um país multilíngue / cultural (crianças de 5 a 9 anos). Os três casos correspondem a três áreas do currículo de ciência: nossa comunidade, proteção ambiental e geologia. Em todos os três casos, realizamos descobertas diferentes, mas inter-relacionadas, com especial atenção aos alunos culturalmente e linguisticamente diversificados (CLD), aqueles que são mais vulneráveis quanto à aprendizagem das ciência na escola. O primeiro caso mostrou como as práticas de transplantação de alunos CLD os ajudaram no sentido de fazer uma aula de ciência ministrada em português. O segundo caso destaca a mudança súbita e positiva na participação quando um aluno CLD se dedica a tarefas científicas práticas e o terceiro caso explora o desenvolvimento da participação de outros alunos CLD durante atividades científicas orientadas a inquéritos e examina o uso de cadernos de ciência como espaços seguros. Tomando esses três casos juntos, este artigo conclui que mais "espaços seguros", referentes à inclusão de línguas e culturas dos alunos e atividades científicas conduzidas por inquéritos, têm inúmeros resultados positivos para estudantes CLD na sala de aula de ciência primárias.
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