Astronomical literacy in teaching astronomy to children: a constellation of meanings

Abstract

The aim of this article is to present a constellation of astronomical literacy for the teaching of astronomy to children and in general, who are involved in the process of apprehending the signifiers of this science. Astronomical literacy, the result of theoretical research with a qualitative approach, is represented by the design of a constellation that highlights the signifiers necessary for literacy in astronomy teaching: reverie, play, words, experience and space. All of them are impregnated by the psychoanalytic theory of the subject of the unconscious, of desire, in other words, the subject of language from the psychoanalytic approach to the unconscious and language. The signifiers are presented in conjunction with the theoretical contributions of authors from Lacanian and Freudian psychoanalysis, psychoanalysis and education, astronomy education and science teaching. This work expresses the importance of thinking about knowledge in Astronomy Teaching through Educating for the Reality of Desire, since knowledge in the field of desire needs to be recognized as part of the process of children capturing the world. The psychoanalytical field proved to be very useful for thinking about astronomy education and its teaching processes, as well as understanding the subject.