Teacher training and science education in the early years of fundamental education in Contemporaneity

In the training of science teachers, it is essential to rethink the place of scientific knowledge in the neoliberal model and the approaches to science education focused on our political participation in training processes. This research aims to analyze the initial formation of teachers and the teaching-learning of Sciences, in the early years of Elementary Education, in the Pedagogy course, at the State University of Maranhão - UEMA. The study emerged from the discursive interactions in the classes of the Fundamentals and Methodology of Science Teaching discipline, in 2018. I discuss the relevance of the initial training of teacher-educators in order to build a science teaching based on the historical-critical and emancipatory perspective. It is an exploratory research, with a qualitative approach initiated with bibliographic research, followed by participant observation and the use of a questionnaire with students of Pedagogy. There was a need to reflect critically on the initial training of future teacher-educators to teach Science with a vision of planetary education. I consider that the initial training developed in this class favored the students' learning when we critically analyzed the theoretical-methodological and epistemological framework to teach science in the early years of elementary school; the guidelines contained in the legal documents, in addition to the testimonies of students about their learning regarding science education. Teacher training based on the critical reflection of educational praxis instigates the reinvention of the teaching work organization process, allowing the future teacher to become autonomous in the critical and creative construction of scientific knowledge as a prerequisite for the development of citizenship linked to political participation.