SCIENTIFIC LITERACY IN EARLY CHILDHOOD EDUCATION: THE SCIENCE FAIR AS AN INVESTIGATIVE SPACE AND CONSTRUCTION OF KNOWLEDGE

Abstract

This article analyzes scientific literacy in Early Childhood Education based on the concrete experience of a science fair developed in a public school. The study addresses the following question: how can the organization of a science fair contribute to the initial formation of scientific thinking in young children? The research is justified by the need to strengthen pedagogical practices that recognize children as investigative subjects capable of formulating hypotheses, observing phenomena, producing explanations, and communicating discoveries, in alignment with national curricular guidelines. Methodologically, this is a qualitative, descriptive-analytical study grounded in bibliographic review and reflective analysis of pedagogical practice. The theoretical framework includes Piaget, Vygotsky, Dewey, Sasseron, Lorenzetti, Chassot, and scholars in science education. The analysis was organized into thematic axes: childhood and scientific inquiry; the science fair as a pedagogical device; investigative practices in early childhood; teacher mediation and scientific culture at school. Results indicate that when conceived as an investigative process rather than merely an exhibition event, the science fair enhances curiosity, autonomy, emerging scientific language, and interdisciplinary integration. The study concludes that scientific literacy in childhood is strengthened in environments that articulate playfulness, inquiry, dialogue, and intentional mediation.