Questão sociocientífica acerca do derramamento de óleo nas praias do nordeste brasileiro: possibilidade para o desenvolvimento da argumentação em aulas de ciências nos anos finais do ensino fundamental

• Ano de defesa: 2023
• Autor(a) principal: BARBOSA, Thiara Vanessa da Silva
• Orientador(a): BATINGA, Verônica Tavares Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino das Ciências
• Departamento: Departamento de Educação
• País: Brasil
• Palavras-chave em Português: Questões sociocientíficas; Ensino de ciências; Ensino fundamental
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9753

Science teaching has been undergoing changes that aim to provide students with training to develop a more critical reading of their reality. In this sense, a social practice that has potential for the construction of knowledge in a critical way is argumentation, which represents one of the dimensions of epistemic practice in the school context. This research is qualitative in nature in relation to the data approach and aimed to analyze how a socio-scientific question (QSC) on the topic of the Oil Spill in the South Atlantic Ocean, which occurred in 2019 on the northeastern coast, can contribute to the development of argumentation in classes science, in the final years of elementary school. This topic was chosen because it involves controversial issues whose key elements for understanding are discussion and debate. To this end, a didactic sequence (SD) was created that incorporates a QSC developed in a 9th year elementary school class at a private school in Recife, Pernambuco. The SD includes six classes of 50 minutes each, to carry out the proposed activities and resolve the QSC. The responses, actions and discursive interactions developed by students in the activities were analyzed based on a priori analytical categories, which refer to: identification of argumentative processes, analysis of their nature and teaching strategies mobilized in these processes. The results showed the presence of argumentative situations throughout the interactions between students, teacher and knowledge, and the discursive and epistemic movements linked to the development of argumentation. It was verified that the QSC worked on was successful for the development of the argument. The arguments elaborated by the students covered environmental, scientific, social and, especially, economic natures, as well as the mobilization, especially, of cognitive and metacognitive strategies.