Alfabetização científica na educação de jovens e adultos (EJA) em uma escola pública de Aracaju, SE: o ensino da genética

• Ano de defesa: 2013
• Autor(a) principal: Sales, Adeline Brito
• Orientador(a): Souza, Myrna Friederichs Landim de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• Palavras-chave em Português: Ciências; Biologia; Alfabetização; Educação de adultos; Escolas públicas - Aracaju (SE); Ensino de biologia
• Palavras-chave em Inglês: Adult education; Biology; Elementary education of adults; Literacy; Public schools; Science
• Área do conhecimento CNPq: CNPQ::OUTROS::CIENCIAS
• Link de acesso: https://ri.ufs.br/handle/riufs/5149

Scientific literacy corresponds to a process of knowledge construction that may help the individual to read the world where they live, so that they decide and participate actively and responsibly in the problems of their surroundings with the awareness of having the ability to transform society. This process is essential for the formation of citizens, especially when it comes to cases in which the public is from Youth and Adults Education (EJA). Among the current relevant topics to the scientific literacy of these individuals, there are those related to genetics. Thus, an investigation was carried out on how the EJA has contributed to the scientific literacy of youngsters and adults, concerning to genetics in a school of Aracaju, SE. Aiming to achieve this goal, a research of qualitative and quantitative nature was accomplished in the form of field study in a school in Aracaju. The following was used as data collection instruments: a questionnaire administered to students in the form of pre and post-test, the simple observations of Genetics lessons and a semi-structured interview with the Biology teacher. Data were analyzed in the light of the three dimensions of scientific literacy proposed by Miller (1983). The results point the classes have positive contributions, mainly towards to the understanding of key concepts of genetics, the concept of a scientist and the empowerment of students. In contrast, the compression of the content and the absence of inclusion of a broader and more problematic perspective of Genetics may not have contributed to the students understanding of other important concepts for scientific literacy. Moreover, they were gave no opportunity to better understand the impacts of Genetics in society.