Alfabetização científica na educação básica: autonomia e argumentação crítica
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Data
2020-11
Autores
Orientador
Strohschoen, Andreia Aparecida Guimarães
Banca
Quartieri, Marli Teresinha
Gonzatti, Sônia
Muller, Deise Margô
Lopes, Roseli De Deus
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Resumo
O desenvolvimento do conhecimento científico através de projetos de pesquisa vem recebendo atenção de professores no debate sobre formação cidadã. Dessa forma, esta investigação teve como delineador as contribuições da construção da alfabetização científica por meio de projetos de pesquisa na Educação Básica na formação de cidadãos autônomos e no desenvolvimento da argumentação crítica. Assim, entende-se que o professor possui responsabilidade nessa ação de iniciação à pesquisa na Educação Básica. Dessa forma, o objetivo geral deste estudo consistiu em investigar como a participação em projetos de pesquisa científica contribui na construção da autonomia, da argumentação crítica e na alfabetização científica de estudantes da Educação Básica. Metodologicamente, foram feitos registros dos dados qualitativos descritivos, aproximando a pesquisa a um estudo de caso. Para responder à problemática e aos objetivos propostos, foram obtidas, com as análises de grupo focal, mapa conceitual, desenhos, questionário, entrevista e diário de bordo dos alunos envolvidos e do pesquisador, contribuições ao objeto de estudo, as quais proporcionaram levantamentos da amostragem. Os dados foram organizados e analisados a partir de cada objetivo específico. Como resultados, observou-se que os alunos desenvolveram capacidade argumentativa e eficiente oralidade nas exposições e avaliações dos resultados dos projetos de pesquisa. A investigação também permitiu observar a criticidade do aluno, a autonomia no ambiente escolar e fora dele, a aquisição de experiências nas diferentes áreas científicas e o amadurecimento nas pesquisas científicas, ou seja, os alunos construíram em sua caminhada a ação de se alfabetizarem cientificamente. Por fim, são apresentados 8 (oito) níveis de indicadores, com seus respectivos delineadores, como contribuintes para a construção de autonomia e argumentação crítica, norteados pela alfabetização científica de alunos da Educação Básica. Cabe destacar que os indicadores e seus delineadores foram elaborados pelo pesquisador de acordo com as complexidades dentro das orientações de projetos de pesquisa. Ademais, os alunos corroboraram uma evolução científica no proceder do desenvolvimento dos projetos de pesquisa, pois conseguiram desenvolvê-los obedecendo a uma sequência, o que ficou comprovado pelo nível argumentativo presente em suas sínteses descritivas, em suas narrativas durante os momentos de apresentações e avaliações das pesquisas, entre outras formas de expressão. Assim, embora este estudo não seja o único com competência de considerar a alfabetização científica na Educação Básica, ele tem um amplo potencial para associar essa alfabetização à aprendizagem por meio de projetos de pesquisa, construindo habilidades e competências que permitam o 8 estudante interpretar, de forma argumentativa e com autonomia, situações diferenciadas daquelas aprendidas em sala de aula.
The development of scientific knowledge through research projects has received the attention of teachers in the debate on citizen education. In this way, this investigation was based on the contributions of the construction of scientific literacy through research projects in Basic Education in the formation of autonomous citizens and in the development of critical argumentation. Thus, it is understood that the teacher has responsibility in this action to initiate research in Basic Education. In this way, the general objective of this study was to investigate how participation in scientific research projects contributes to the construction of autonomy, of critical argumentation and scientific literacy of Basic Education students. Methodologically, descriptive qualitative data were recorded, approaching research to a case study. To respond to the problematic and the proposed objectives, were obtained, with the analyzes of the focus group, concept map, drawings, questionnaire, interview and logbook of the students involved and the researcher, contributions to the object of study, which provided surveys of the sampling. The data were organized and analyzed from each specific objective. As a result, it was observed that students develop argumentative capacity and efficient orality in exhibitions and evaluations of the results of research projects. The investigation also made it possible to observe the student's criticality, autonomy in the school environment and outside it, the acquisition of experiences in different scientific areas and maturity in scientific research, that is, the students built on their journey the action of literacy scientifically. Finally, 8 (eight) levels of indicators were presented, with their respective outlines, as contributors to the construction of autonomy and critical argumentation, guided by the scientific literacy of Basic Education students. It should be noted that the indicators were developed by the researcher according to the complexities within the guidelines of research projects. In addition, students collaborated with a scientific evolution in the development of research projects, as they managed to develop them obeying a sequence, which was proved by the level of argumentation presente in their descriptive syntheses, in their narratives during the moments of preservations and research evaluations, among other forms of expression. Thus, although this study is not the only one with the competence to consider scientific literacy in basic education, it has a broad potential to link this literacy to learning through research projects, building skills and competences that allow the student to interpret, in na argumentative and autonomous way, diferente situations from those learned in the classroom.
The development of scientific knowledge through research projects has received the attention of teachers in the debate on citizen education. In this way, this investigation was based on the contributions of the construction of scientific literacy through research projects in Basic Education in the formation of autonomous citizens and in the development of critical argumentation. Thus, it is understood that the teacher has responsibility in this action to initiate research in Basic Education. In this way, the general objective of this study was to investigate how participation in scientific research projects contributes to the construction of autonomy, of critical argumentation and scientific literacy of Basic Education students. Methodologically, descriptive qualitative data were recorded, approaching research to a case study. To respond to the problematic and the proposed objectives, were obtained, with the analyzes of the focus group, concept map, drawings, questionnaire, interview and logbook of the students involved and the researcher, contributions to the object of study, which provided surveys of the sampling. The data were organized and analyzed from each specific objective. As a result, it was observed that students develop argumentative capacity and efficient orality in exhibitions and evaluations of the results of research projects. The investigation also made it possible to observe the student's criticality, autonomy in the school environment and outside it, the acquisition of experiences in different scientific areas and maturity in scientific research, that is, the students built on their journey the action of literacy scientifically. Finally, 8 (eight) levels of indicators were presented, with their respective outlines, as contributors to the construction of autonomy and critical argumentation, guided by the scientific literacy of Basic Education students. It should be noted that the indicators were developed by the researcher according to the complexities within the guidelines of research projects. In addition, students collaborated with a scientific evolution in the development of research projects, as they managed to develop them obeying a sequence, which was proved by the level of argumentation presente in their descriptive syntheses, in their narratives during the moments of preservations and research evaluations, among other forms of expression. Thus, although this study is not the only one with the competence to consider scientific literacy in basic education, it has a broad potential to link this literacy to learning through research projects, building skills and competences that allow the student to interpret, in na argumentative and autonomous way, diferente situations from those learned in the classroom.
Descrição
Palavras-chave
Alfabetização científica; Aprendizagem por projetos; Iniciação científica; Educação crítica; Scientific literacy; Project learning; Scientific iniciation; Critical education
Citação
OLIVEIRA, Aldeni Melo De. Alfabetização científica na educação básica: autonomia e argumentação crítica. 2020. Tese (Doutorado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 26 out. 2020. Disponível em: http://hdl.handle.net/10737/2928.