Questões sociocientíficas no ensino de ciências : contribuições para a aprendizagem científica crítica

• Ano de defesa: 2018
• Autor(a) principal: Soares, Elisete Martins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Ensino de ciências; Questões sociocientíficas; Aprendizagem científica crítica; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Science education; Socio-scientific questions; Scientific learning
• Link de acesso: http://ri.ufmt.br/handle/1/2729

This research has as central question to investigate: What contributions of the interdisciplinary approach of sócio-scientific questions to the development of critical scientific learning of a group of students of the Technical Course in Agricultural Integrated to high School, from Federal Institute of Rondônia, Campus Colorado do Oeste? To ascertain and analyze the learning of scientific concepts, technological and citizenship developed by the students, through this type of approach, was developed, in collaboration with the teachers of Biology, Physics, Chemistry, Philosophy, Sociology and Portuguese, an interdisciplinar pedagogical proposal guided by a local sócio-scientific question (QSC): What are the social and enviromental implications of the installation of a leather industry for a particular region? The work was developed during the second bimester of 2017 in a class of the 2nd year of the Agricultural Technical Course of the Federal Institute of Rondônia Campus Colorado do Oeste. To assist in understanding the central question of this research, it was systematic accompanied the development of the interdisciplinar essay in the classes of the discipline of Biology. Was discussed in class some controversies of the QSC analyzed, relating them with the scientific and technological aspects and the enviromental and social implications of the activity. To understand the aspects related to liberating and critical pedagogy was based on the theories of Henry Giroux and Paulo Freire; about the CTS approach was based on Wildson Luiz Pereira dos Santos, José Antonio Acevedo Diaz, Alvaro Chrispino, Leonardo Fabio Martínez Pérez. The research was developed with elements of action research, which, according to Franco (2005), is na eminently pedagogical research, configured as na action that makes scientific the education Practice,through ethnical principles that conceive the continuous formation and emancipation of all the subjects of the practice. For the composition of the data was used the field diary, semi-structured interview and school documents (interdisciplinar essay, reflective diary, opinion article) produced during the intervention. The data were categorized and analyzed according to the assumptions of the Bardin contente analysis (2016). The theoretical input chosen for the discussions and analysis made possible to ascertain and understand the critical scientific learning apprehended by the students through the formative processes inherent in the interdisciplinar approach of QSC in the classroom. It was evidenced after the analyzes of the categories formulated that the developed activity favored the critical learning of the students about the scientific concepts, technological and citizenship linked to QSC debated. In the qualitative evaluation of the collaborating teachers, about the classes developed with the QSC, it was highlighted the lack of available time of the teachers as one of the difficulties found fot he development of this type of Project. Still evaluating the activity they acknowledge that it favors the contextualization of the subjects studied, through the participation of the students in the discussions, collaborating to understand the scientific, technological and social aspects involved in the analyzed question.