Sequência de ensino investigativa sobre o bioma Cerrado : uma proposta para o letramento científico

• Ano de defesa: 2021
• Autor(a) principal: Pereira, Marília Soares
• Orientador(a): Ferreira, Juliana Simião
• Banca de defesa: Ferreira, Juliana Simião, Fialho, Wanessa Cristiane Gonçalves, Santos, Mirley Luciene dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação Stricto sensu Mestrado Profissional em Ensino de Ciências (PPEC)
• Departamento: UEG ::Coordenação de Mestrado Profissional em Ensino de Ciências
• País: Brasil
• Palavras-chave em Português: Base Nacional Comum Curricular (BNCC); Documento Curricular para Goiás Ampliado (DC-GO Ampliado); Ensino de Ciências; Indicadores de Alfabetização Científica; Alfabetização científica; Letramento científico
• Palavras-chave em Inglês: BNCC; Extended DC-GO; Science Teaching; Indicators of Scientific Literacy; Scientific literacy
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM; OUTROS::CIENCIAS
• Link de acesso: http://www.bdtd.ueg.br/handle/tede/798

The teaching of science needs to be increasingly focused on finding solutions to problems, in which students act as protagonists of investigations, in addition to knowing the applicability of science in everyday life and develop a critical consciousness to promote scientific knowledge. Therefore, science teaching needs to go beyond the memorization of concepts, questions with ready answers or experiments to prove a theory, but a teaching directed towards new possibilities based on problem solving and hypothesis raising, which enables creativity and protagonism in students. Thus, this paper seeks to answer the following question: how the approach of Teaching by Research, with the theme "Cerrado Biome" can help in the Scientific Literacy of students in the sixth grade of elementary school in a state school in Anápolis-GO? For this, we used the approach of Teaching by Investigation, with the application of an Investigative Teaching Sequence (ISE) in the light of the Common National Curricular Base (BNCC) and the Curricular Document for Extended Goiás (Extended DC-GO) and analysis of Scientific Literacy Indicators (Sasseron; Carvalho, 2008) and (Del Corso, 2015), in order to assist the Scientific Literacy process. The methodology adopted was an action research supported by the official documents of Brazilian education, especially the BNCC and Extended DC-GO, in the theoretical contributions on Scientific Literacy, Scientific Literacy, Teaching by Investigation and constructivism conceptions. The research data, according to the unfoldings of the SEI, go through the six stages as proposed by Carvalho (2013). The data were analyzed from prior knowledge to final evaluation, based on Bardin's Analysis (2016). For evaluation, from a procedural perspective, several instruments were used, such as questionnaires, activities developed in groups and individually, in formal and non-formal environments. The discussions anchored on the results of the application of the SEI, under some aspects of constructivism, based on Piaget and Vygotsky and also meeting the skills proposed in the BNCC and the Extended DC-GO. According to the results observed through data analysis after the application of the SEI, with the use of didactic strategies in an investigative approach, contributed significantly to the achievement of more dynamic classes, participatory students exercising the protagonism with the mediation of the teacher-researcher, thus fostering an atmosphere conducive to effective Scientific Literacy.