Alfabetiza??o cient?fica a partir de experimentos qu?micos: uma viv?ncia nos anos iniciais

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-12-04T20:35:34Z No. of bitstreams: 1 PauloRobertoLimaDeSouza_DISSERT.pdf: 5464110 bytes, checksum: 1061acf7bc9727b0d4efe1db41c870a6 (MD5)
Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-12-06T22:29:39Z (GMT) No. of bitstreams: 1 PauloRobertoLimaDeSouza_DISSERT.pdf: 5464110 bytes, checksum: 1061acf7bc9727b0d4efe1db41c870a6 (MD5)
Made available in DSpace on 2017-12-06T22:29:39Z (GMT). No. of bitstreams: 1 PauloRobertoLimaDeSouza_DISSERT.pdf: 5464110 bytes, checksum: 1061acf7bc9727b0d4efe1db41c870a6 (MD5) Previous issue date: 2017-02-02
A cada dia o processo educacional em que o professor pensa e executa as atividades de forma solit?ria e desconexa da realidade em que sua turma esta inserida ? refutada ao passo que se apresentam caminhos em que a atividade docente passa a ser constru?da coletivamente. Ao buscar romper o hist?rico processo em que o aluno se adequa ao modelo educacional oferecido temos a figura do professor reflexivo que avalia sua pr?tica e busca formas de adequar a estrutura curricular de sua escola as necessidades de seus alunos e da sociedade que os rodeia. Nessa perspectiva, este trabalho tem o objetivo de propor momentos de alfabetiza??o cient?fica em aulas de ci?ncias na qual fazemos uso de experimentos qu?micos. Adotou-se a pesquisa do tipo qualitativa, a utiliza??o de question?rios semiestruturados e a observa??o participante como t?cnicas de coletas de dados. Inicialmente, realizou-se o estudo bibliogr?fico que discute a tem?tica em quest?o tendo por base a legisla??o educacional em vigor, tais quais, Plano Nacional de Educa??o, Par?metros Nacionais Curriculares, Diretrizes Curriculares Nacionais, etc. bem como os trabalhos desenvolvidos por autores como Dem?trio Delizoicovisc, Marta Maria Castanho Pernambuco, Ana Maria Pessoa de Carvalho, Lorenzetti, etc. Com base no referencial te?rico foram vivenciados cinco encontros em uma turma do 5? ano do ensino fundamental de uma escola da rede Estadual de Educa??o do Rio Grande do Norte. Os resultados s?o animadores ao se apresentar o interesse dos alunos por conhecer com mais propriedade os conceitos que foram estudados (suco g?strico, arroto, digest?o, etc.) e apontam para possibilidades de fomentar processos de alfabetiza??o cient?fica nos anos iniciais do ensino fundamental concatenadas com as ideias defendidas pelo enfoque Ci?ncia, Tecnologia e Sociedade (CTS).
As the educational process in which the teacher thinks and performs the activities lonely and disconnected from the reality in which his/her class is inserted it is rejected, some paths are presented in which the teaching activity happens to be built collectively. In trying to break the historical process in which the student fits him/herself to the educational model offered, we have the image of the reflective teacher who evaluates his/her practice and seeks ways to adapt the curriculum structure of the school he/she works in to the needs of his/her students and the society that surrounds them. In this perspective, this study aims to propose moments of scientific literacy in science classes in which scientific experiments were used. It was adopted the qualitative type of research, the use of semi-structured questionnaires and the participant observation as data collection techniques. Initially, the bibliographical study that discusses the subject in question having as basis the current educational legislation such as the National Education Plan (Brazil), National Curriculum Parameters (Brazil), National Curriculum Guidelines (Brazil), as well as studies developed by authors such as Dem?trio Delizoicovi, Marta Maria Castanho A. Pernambuco, Jos? Andr? Peres Angotti, Ana Maria Pessoa de Carvalho and Leonir Lorenzetti. Concerning the literature on scientific literacy, it was planned a sequence of lessons that were experienced during five meetings in a fifth grade group in a elementary school from the educational state network in Rio Grande do Norte. The results are encouraging as they present the interests of the students to get to know more properly concepts that have been studied (gastric juice, belching, digestion, etc.) and show possibilities of fostering the scientific literacy processes, in elementary school initial years, concatenated with the propositions defended by the focus in Science, Technology and Society (STS).