O ensino da interação radiação-corpo humano nos anos iniciais do ensino fundamental : uma abordagem investigativa e colaborativa com enfoque ciência, tecnologia e sociedade

• Ano de defesa: 2017
• Autor(a) principal: Barcellos, Leandro da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Ensino de Física; Centro de Ciências Exatas; UFES; Programa de Pós-Graduação em Ensino de Física
• Palavras-chave em Português: Science teaching in the early years; Inquiry approach; STS view; Socioscientific theme; Human-body radiation interaction; Conceptual, procedural and attitudinal learning.; Abordagem investigativa; Enfoque CTS; Tema sociocientífico; Interação radiação-corpo humano; Aprendizagens conceitual, procedimental e atitudinal; Ensino de ciências nos anos iniciais; Ciências (Ensino fundamental) - Estudo e ensino; Corpo humano; Radiação ultravioleta; Ensino de Ciências e Matemática; 53
• Link de acesso: http://repositorio.ufes.br/handle/10/6940

This paper presents a proposal for the teaching of the subject of ultraviolet radiation interaction-human body in the initial years of elementary school. For that, a Sequence of Investigative Teaching was structured, developed with students of the fifth year of elementary school in a public school of Vitória, Espírito Santo. The chosen theme has an interdisciplinary and socioscientific feature, being in agreement with the assumptions of the Science, Technology and Society (STS) view. Vygotsky's sociocultural theory grounded an approach and as analytical tools. The interdisciplinary nature of the theme ultraviolet radiation-human body interaction motivated us to establish a relationship between the first author of the research (licensed in physics), a teacher regent of the class (pedagogue) and a graduate in biological sciences who was studying his supervised internship in Federal University of Espírito Santo, for collaborative research. During product classes through videotapes and reports elaborated by the students, with the purpose of constructing evidence that allows us to analyze how the educational intervention contributed to the understanding of students on the subject radiation-human body interaction. The data analyzed suggest that investigative activities can potentiate concept construction and development of attitudes and procedures, so that students are able to construct structured models for a skin cancer formation due to prolonged exposure to the Sun, covering the scientific aspect of the theme. The social dimension was contemplated based on the students' positioning on a prevention of skin cancer, linked to safe exposure and the adoption of protective measures. Collaborative work between professionals with different backgrounds has potentiated an exchange of experiences, knowledge as initial and continuing training, and has proved to be a methodological option for an approach to interdisciplinary content, which works in this perspective can help students to position themselves to socioscientific issues.