Questões sociocientíficas na sala de aula de ciências no ensino fundamental na perspectiva do agir comunicativo

Abstract

In this work, sought to analyze the argumentative involvement of studenst in the classroon, with the development of educational proposal involving sócio-scientific issues. This proposal was constituted by educational activities that addressed dimensions of scientific, technological, political, economic, social and environmental in the electricity generation process, considering the relationship between Science, Technology, Society and Environment. During the research, sougth to develop the educational process considering the following questions: 1) What are the characteristics of discursive interactions developed by students with socio-scientific issues approach in the classroom? 2) What are the scientific literacy of possibilities formation for understanding and agreement with the involvement of students in argumentation situations and questioning of scientific knowledge? This proposal has its fundamentals in the assumptions of the Theory of Communicative Action by Jürgen Habermas, which conceives the language a potential for formation and empowerment of the subject. It also involves a concept of the scientific literacy for understanding and agreement and the exercise of citizenship and socio-scientific issues associated with the argument. The subjects in the research were Sciences students in 9º grade in a public school in the state of Paraná in 2015. Data was constituted of audio and video records and written records in a field diary. Then analyzed the discursive interactions through an approach methodological of analysis content built from the theoretical framework of the Theory of Communicative Action. The data analysis allows to highliht opportunities scientific literacy, considering the appropriation of scientific knowledge and involvement alternative proposals to issues involving the relationship between Science, Technology, Society and Environment. However, the results also indicate difficulties in educational practice in Science to approach socio-scientific issues with the involvement communicative of students. Indicate the need for an educational planning that stimulate and leverage the communicative interaction for the formation of students and teachers.