Teacher training for experiences with science and technology in Early Childhood Education in postmodern times

a literature review

Abstract

The objective of this article is to carry out a bibliographic and bibliometric literature review on the discussions surrounding the training of teachers to work with science and technology in early childhood education in post-modern times. To this end, theses, dissertations and scientific articles on this topic were analyzed from 2014 to 2024 as this was a period in which the BNCC was published, which began to bring the concept of experience to babies and young children. who live in children's institutions.  After selecting the research, these works were organized and analyzed according to exclusion criteria. The bibliometric data show that there is a lack of research on teacher training for children's experiences involving science and technology in post-modern times, which can cause gaps when thinking about the challenges for teacher training that the authors discuss in the bibliographic review such as: the need to collaborate with the strengthening of the teacher's identity as a mediator of children's experiences, the importance of not losing commitment to ethics and scientific rigor in the construction of teaching knowledge and the recognition that teacher training needs to have a critical and humanizing character in its training practices, in an attempt to subvert postmodern logic. Many authors also point out aspects of Freirean pedagogy, such as dialogicity and the development of critical thinking, as important issues to be developed in the training of early childhood education teachers.