Contos em ensino investigativo como promotores de capacidades de pensamento crítico

• Ano de defesa: 2021
• Autor(a) principal: Pimentel, Lorena de Queiroz
• Orientador(a): Silva, Erivanildo Lopes da
• 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: Ciência; Ensino de ciências; Contos; Literatura; Pensamento crítico; Sequência de ensino investigativo; Literatura e ciências
• Palavras-chave em Inglês: Investigative teaching sequence; Tales; Literature and sciences; Critical thinking skills
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/14387

In recent years, there has been an increasing search for teaching resources that enable approaches that promote teaching strategies aimed at training autonomous and critical students in the face of society's demands. In this sense, this research aims to understand how the approach of an Investigative Teaching Sequence, which uses a literary tale, allows the promotion of knowledge that corroborates with the development of Critical Thinking skills. We adopted Design Research as a theoretical and methodological framework, which is a study organized for the preparation and planning of teaching materials. For the construction of the didactic material, we followed the following steps: i) interview with a basic education teacher and questionnaires for students, in order to collect possible problematizing themes; ii) production of the story based on the collected themes; iii) production of the Investigative Teaching Sequence thinking about specific Critical Thinking capacities; iv) Evaluation of the story with external experts in the field. v) Evaluation of SEI by specialists in Critical Thinking and specialists in Investigative Activities vi) Reformulation of didactic material, vii) Evaluation of didactic material by the collaborative teacher who granted the interview. viii) Evaluation of didactic material by specialists in literature in Science Teaching, Critical Thinking and Investigative Activities. The collected results were analyzed using Content Analysis. In the discussion of the results, the evaluations of the specialists were organized into a priori categories in relation to the short story and a posteriori categories in relation to the sequence of Investigative Teaching (SEI). From the evaluations presented in the first prototyping cycle, we came to the conclusion that the textual production “The danger in the plantations” is a short story and that SEI, in general, has potentialities that will enable students to reach the degree of intellectual freedom 3 In addition, the material has the potential to mobilize the descriptor to investigate capacity 7, aimed at during the elaboration of the SEI, as well as other capacities, more explicitly the set of capacities FA2IA. After reworking the material and submitting it to new validations with specialists, it was possible to reach the conclusion that SEI presents a sequence of investigative activities with the potential for grade 3 intellectual freedom for elementary school students and up to grade 4 if applied to students from High School students who are already used to this type of approach. It reinforced the previous assessment regarding the expressed capacities, and also showed that with the reformulations, the stages of SEI were aligned and the story permeated all stages. Thus, we can affirm that the didactic material produced can contribute to the formation of students' criticality, allowing intellectual freedom, in addition, the inclusion of literature in science classes may facilitate the construction of meanings for what is learned at school, contributing to the process of assimilation of scientific concepts so that it has significance, making it clear that the teacher's posture when mediating activities will be decisive for the material to meet the proposed objectives.