Saúde vocal: possíveis relações para a alfabetização científica e tecnológica dos professores em formação inicial

Abstract

This research aimed to investigate and develop didactic-methodological strategies to promote a learning relationship between science and vocal health, in the Technological Scientific Literacy (TSC) methodology for future teachers. In this research we prioritized teaching as a means to transform reality, which starts from common sense, but differs from other research by going beyond empirical knowledge prioritizing the relationship of scientific knowledge with reality. Thus, an initial teacher training course was established, verifying the interactions, effecting a teaching-learning relationship of science and voice health under the ACT approach. Thus, the research question that guided this proposal was: What are the possible relations around Scientific and Technological Literacy for teachers in initial training based on the theme vocal health? We investigated based on the undergraduate students' previous knowledge about vocal health and its importance for their future profession with the purpose of showing what was effectively the reasonability of the theme for the students of the 3rd year of Biology undergraduate course at Universidade Tecnológica Federal do Paraná, in the city of Ponta Grossa, Paraná. The data collection was based on the questions of the Investigative Matrix, the answers of the initial and final questionnaires, and the field diary notes during the development of the training. Based on these results, an initial teacher training course was composed, specifically for undergraduate students. It can be concluded that the students recognized the voice as a working tool, appropriated knowledge about it and realized the need for this training to take place in all undergraduate courses. At the request of the participants, an e-book was also created with relevant information about ACT methodology and vocal health.