The approach to Astronomy is essential in the Early Years of Elementary School, as it is present in everyday life, perceived by the curious eyes of children who observe the sky and the stars visible during the day and night. The objective is to understand how Science teachers plan, teach, and reflect on Astronomy, based on the assumptions of Historical-Critical Pedagogy. This study presents a mixed-methods approach, combining qualitative and quantitative methods to obtain a more in-depth analysis of the subject. The results indicate that the systematization of astronomical content, mediated by conscious and theoretically grounded pedagogical practices, favors overcoming spontaneous conceptions and contributes to the process of appropriating scientific knowledge.

Biography:

Elizandra Daneize dos Santos is a PhD student in the Graduate Program in Science Education at the São Paulo State University (UNESP). Graduated in Pedagogy (2013) and Master in Education (2022) from the Graduate Program in Education, with emphasis on the line of Teacher Training and Teaching and Learning Processes, from the State University of Western Paraná (UNIOESTE). She is a teacher in the municipal public school system with the Initial Years of Elementary School, and conducts research in the area of Education, Teacher Training, Teaching and Learning Processes, Science Teaching and Astronomy Teaching.