A alfabetização científica de alunos do 5º ano do ensino fundamental: limites e possibilidades de uma sequência didática CTS

Abstract

This research, through a CTS didactic sequence, sought to train the student to problematize, debate and build scientific knowledge based on social commitment and the ability to make conscious decisions, with the aim of promoting scientific literacy - AC. Thus, the general objective was to understand the limits and potential of a didactic sequence elaborated under the bias of the relationship between science, technology and society - STS, as a means of favoring the scientific literacy of students in the 5th year of elementary school. Taking the CTS approach as a theoretical basis, dialogue was held with researchers such as Sasseron and Carvalho (2008, 2011); Auler, Dalmolin and Fenalti (2009); Sasseron (2008); Auler (2013); Nascimento and Von Linsingen (2006); Oliveira (2019); Chrispino (2017), Waks (1992), among others who discuss and study the production of scientific knowledge from the construction of scientific literacy. The data production instruments used were the questionnaire applied to the teacher to define the topic of the didactic sequence, the video recording of the classes and the activities carried out by the students. For data analysis, Bardin's content analysis criteria and Waks' spiral of responsibility, affiliated with the STS teaching approach, were used, as well as indicators of scientific literacy. The results pointed to the use of skills and abilities specific to scientific work, explained by the CA indicators and greater social responsibility in decision-making, evidenced by the appropriation of the phases of the Waks responsibility spiral. Both results suggest that there are indications of the beginning of the CA process, articulated with the development of social responsibility.