  In order to guide teaching practices in Initial and Primary Education (IPE)
level, it seems fundamental to start with an epistemological and didactic
analysis of the programmatic content of the Knowledge of Nature area in the
curriculum currently in force in Uruguay. In this work we briefly discuss the
astronomical contents prescribed in the Program of IPE, year 2008, in order to
provide teachers with some "reading keys" that might translate into possible
guidelines for the design, implementation and evaluation of teaching sequences
that address these contents.
