Origem do Universo: uma sequência didática para o ensino de biologia abordando as vertentes não científica e científica para fomento do letramento científico

• Ano de defesa: 2021
• Autor(a) principal: Carmo, Munique Ferreira Gonçalves do
• Orientador(a): Paim, Ana Verena Freitas
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Mestrado Profissional em Astronomia
• Departamento: DEPARTAMENTO DE FÍSICA
• País: Brasil
• Palavras-chave em Português: Origem do Universo vertente científica; Origem do Universo vertente não científica; Sequência didática; Letramento científico
• Palavras-chave em Inglês: Origin of the Universe scientific strand; Origin of the Universe is not scientific; Following teaching; Scientific literacy
• Área do conhecimento CNPq: CIENCIAS BIOLOGICAS::BIOLOGIA GERAL; CIENCIAS EXATAS E DA TERRA::ASTRONOMIA; ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: http://tede2.uefs.br:8080/handle/tede/1312

This work is born from my concern about teaching Biology classes in High School, where it is necessary to approach the Origin of the Universe, dealing with scientific theories for students who generally have beliefs based on non-scientific perspectives. The objective of this work was to develop a Didactic Sequence establishing a dialogue between scientific and non-scientific aspects about the Origin of the Universe, emphasizing the relevance of Science and, with this, promoting scientific literacy. The Didactic Sequence itself constitutes an educational product of this research, adding to it the production of an Ebook, which was prepared with the active participation of students. After the development of this research, it was possible to prove that students understand and accept the scientific conception better when it is presented, taking as a starting point the views they bring, which, in general, are associated with their religious beliefs or common sense. Through the research work carried out, it is possible to reaffirm the importance of disseminating and popularizing science, as well as the role of the teacher, especially the teacher who works with science education, in general, for the construction of knowledge based on scientific and the development of skills necessary for social subjects, to act in society with a critical and autonomous posture, with the ability to make decisions in light of the information conveyed in society and take responsible positions on situations of a social, ideological, economic, environmental, cultural nature and ethics, in order to know how to discern the games and relationships between knowledge and power in the society of which it is a member.