O pedagogo e a construção do conhecimento científico no contexto da bimodalidade nos anos iniciais do Ensino Fundamental

• Ano de defesa: 2022
• Autor(a) principal: Picoli, Gabriela dos Santos
• Orientador(a): Ferraro, José Luis Schifino
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação em Ciências e Matemática
• Departamento: Escola Politécnica
• País: Brasil
• Palavras-chave em Português: Educação; Ensino de Ciências; Letramento Científico; Pedagogo; Anos Iniciais; Ensino Remoto Emergencial
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucrs.br/tede2/handle/tede/10213

Considering the fact that we live in a society influenced mainly by technology and science, the need for the teaching of Natural Sciences arises to give students the opportunity to have contact with concepts that go beyond their everyday life – recognizing scientific situations in which these can be understood and related to the statements of the area; beyond the memorization of definitions that reduce not only the science itself, but the potential of scientific making. Thus, the premise is that science education can contribute to the human, cultural, technological, and scientific development of the society in which we live. From this point of view, the investment in science education is of significant importance, so that students can create conditions to face the demands of the contemporary world. In this sense, this dissertation aims to analyze how pedagogues have collaborated to promote scientific literacy in the early years of elementary school. To aid in this understanding, a “State of the Knowledge” was conducted based on Brazilian databases on the theme. The searches take as reference publications of scientific articles, theses and dissertations, using SciELO, Google Scholar and the Brazilian Digital Library of Theses and Dissertations of the Brazilian Institute of Information in Science and Technology (BDTD-IBICT). The keywords being used in the research are: “Scientific Literacy”, “Scientific Literacy”, “Scientific Literacy” AND “Early Years”, “Scientific Literacy” AND “Early Years”. A search period was determined, taking the implementation of the BNCC as a reference, and a search for the term “Early Years” was also carried out. Understanding that the search for scientific literacy in the area of Natural Sciences needs to be related to the construction of a more solid education through criticism and reflexivity of the student in relation to the world around him/her, for the accomplishment of the work, observations of science classes in a private school in Porto Alegre, Rio Grande do Sul, were carried out, in which the teachers observed also answered a questionnaire constituted as an instrument of epistemic-methodological beliefs and attitudes related to science education and scientific literacy – which also included questions that allowed the construction of a profile of the teachers. Also, the teachers of the observed classes – 1 st, 3rd and 5th grades – participated in non-directive and semi-structured interviews. The data were collected, recorded, and analyzed using Content Analysis (CA), resulting in four emerging categories: I) Considerations about the role of the pedagogical teacher; II) Science teaching in the early years, a look at scientific literacy; III) Science classes in the context of Bimodality; and IV) Perceptions about students – learning and attitude. From the problematization in each of the categories, it was realized the relevance of a science teaching that provides an opportunity for the construction of knowledge in a reflective, problematizing, instigating, stimulating and transforming way. Presenting the pedagogical teacher as one of the agents of the teaching and learning processes, who needs to adopt a mediating and problematizing posture, which contributes to the formation of scientifically literate students, stimulating their protagonism. At the same time, the teacher’s action should resignify the forms of interaction of students with their objects of study, increasing their experiences in science classes facing challenges such as the absence of specific training in the area, the pandemic context in which the research was conducted, the time allocated in the planning for the area of Natural Sciences and the reduction or absence of investigative practical activities, presented in this dissertation