O tema queimadas no ensino de ciências do nível fundamental II : proposta de sequência didática baseada em questões sociocientíficas

• Ano de defesa: 2021
• Autor(a) principal: Verdério, Leonardo Álisson Pompermayer
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Formação de professores; Educação em ciências; Livro didático; Ciência-tecnologia-sociedade-ambiente; Pensamento crítico; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Teacher training; Science education; Textbook; Science-technology-society-environment; Critical thinking
• Link de acesso: http://ri.ufmt.br/handle/1/3897

This research seeks to investigate the approach to the topic Burned in science classes at Elementary School II, in view af a proposition didactic strategy that addresses this topic in the context of Science, Technology, Society and Environment (STSE) education and Socioscientific Issues (SSI). The research presents a qualitative approach, applied nature, characterizing its objectives as exploratory and descriptive, and technical procedures such as field research, documental and bibliographic analysis. First, the approach to the topic Burned, was characterized in science classes at Elementary School II in public schools in Rondonópolis/MT, through a semi-structured questionnaire, applied to teachers from the state public network. In a second moment, the relevance and approach of the theme in three collections of science textbooks from Elementary School II were analyzed. In a third moment, a proposal for a didactic sequence on burned was presented, from the perspective of teaching based on Socio-Scientific Questions, for the final years of Elementary School, based on educational approaches aimed at critical and participatory training. Such didactic sequence was evaluated by science teaching teachers. Among the theoretical contributions used, we highlight Antoni Zabala's typology of contente for the construction of the didactic sequence proposed in this study, Paulo Freire's critical-emancipatory pedagogy to discuss training of critical thinking and the critical perspective of the curriculum defended by Alice Casimiro Lopes et al. The results obtained, showed that all participating teachers use the textbook in their classes and consider it important to approach the topic Burned in science classes. The main purposes for using the textbook found were: planning classes, carrying out additional readings and viewing images with students. It was also found that this is not the only pedagogical instrument used, as teachers make use of audiovisual resources, such as videos and images. Regarding the approach to the topic Burned in science textbook collections, only two present the theme in all books (from 6th to 9th grade), and the third collection did not present the theme in 6th and 9th grade books. The most striking presence of the theme was in the 7th grade books. It was also observed that burning appear in different curricular contents of these school years, whether in specific topics (texts), activities or just mentioned as examples. It was noticed that the textbook is an instrument widely used by science teachers, mainly for class planning, viewing images and reading texts. The validation of the didactic sequence by peers was positive and satisfactory, allowing the visualization of some weak and strengths points about the construction of didactic sequence, with great potential for future application in science education. This work can be a source of research for teachers, contributing to initial and continuing education.