Ensino de Ciências nos anos finais do Ensino fundamental, alfabetização científica e práticas educativas

• Ano de defesa: 2019
• Autor(a) principal: Santos, Leticia de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Ensino de Ciências e Matemática; UFAL
• Palavras-chave em Português: Ciências Naturais – Estudo e ensino; Ensino fundamental; Alfabetização Científica; Estratégia didática; Professores - Formação; Natural Sciences - Study and teaching; Elementary School; Scientific Literacy; Didactic strategy; Teachers - Training; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/5651

This research is based on the need to analyze the educational practices of Science Teachers of the Final Years of Elementary School, in order to understand if there are didactic-methodological strategies that incorporate Scientific Literacy. The objectives of the research were: To deepen the theoretical studies on the Contemporary School, To carry out a study on the Teaching of Sciences, the Scientific Literacy and the recent BNCC; To analyze the educational practices of twelve teachers of Sciences of the Final Years of Elementary School of four State Public schools belonging to the 12th GERE of Alagoas, and the systematization of the results obtained. The theoretical basis was based on Sasseron (2014), Pizarro (2015), Lorenzetti (2000), Lorenzetti and Delizoicov (2001), PCN of Sciences in Elementary Education, National Curricular Common Base (2018), Carvalho and Gil-Pérez (2008), Pozo and Crespo (2009), Furman (2009), Lefrançois (2008), among other researchers in the area. The research was characterized as a case study, from a qualitative approach, with interview and semi-structured questionnaire for the teachers participating in this study, in which were distributed in 6 (six) Biologists, 3 (three) Chemists and 3 (three ) Physicists. The results obtained with the study showed that the teachers establish their pedagogical practices based on an education with contemporary foundations, based on the direct interaction and construction of the students, thus enabling classes that pass through expository methods. Thus, to incorporate Scientific Literacy in students, teachers establish didactic-methodological strategies through experimentation with various materials, especially low-cost, classroom experiments, or laboratory (if the school has), or even in an adapted environment, respecting, even, the available resources in the school The teachers thus promote field lessons; quiz games; group work; content approach through contextualization; Note; scientific demonstrations, and strategies capable of improving the teaching-learning process. As an educational product we have developed a Blogger entitled Educacias to discuss issues about Science Teaching and its importance to everyday life.