Educação CTSA e Cidade Educadora: desafios e perspectivas para formação permanente de professores da Educação Infantil

The Educating City involves a concept that transcends the traditional idea of formal education, expanding beyond the walls of educational institutions. Within the scope of this conception, a holistic approach is proposed, integrating learning into urban, social and cultural contexts. In this scenario, Science, Technology, Society and Environment Education (STSE) emerges as a promising alternative for building cities that promote continuous and meaningful learning, based on criticality, problem solving and civic education. In this article, the objective is to analyze expressive interpretations of teachers in the development of reflective education processes and in the planning of pedagogical experiences that involve STSE Education and socio-scientific issues (SSI) within the scope of the Educating City in the context of Early Childhood Education. This study presents qualitative research with participant observation, carried out through an Extension Course, in remote online mode, due to the suspension of in-person activities during the COVID-19 pandemic. Data were collected through questionnaires to learn about the participants' professional background, video recordings and written records of the topics discussed in the online meetings. Data analysis was carried out using Content Analysis. The reflections of Early Childhood Education professionals involved three dimensions: (a) curricular and methodological concepts, principles and compositions; (b) aspects related to the Educating City; and (c) educational and institutional challenges. The discussions highlighted the children's experiential contexts, relating to practices involving natural sciences, relationships between human and non-human beings and interactions linked to the development of science and technology as social constructs. The essential need to promote ongoing education actions is evidenced, highlighting the insufficiency of initial education in Pedagogy for teaching in Early Childhood Education, with regard to STSE Education.