Alfabetização científico-tecnológica e ativismo fundamentado na formação inicial de professores em ciências biológicas

Abstract

This research aims to analyze the contributions of the development and insertion of a theoretical-practical Investigation-Based Activities Model (IBAM) to promote expanded Scientific-Technological Literacy (STL) and grounded activism in the initial training teachers in Biological Sciences. The theoretical-practical IBAM was developed in a participatory, cooperative and collaborative process with a group of co-participants in the subject Interdisciplinary Project 5 of such course. The methodological approach used in this research was qualitative of an applied nature. The technical procedures were supported by the assumptions of critical participatory action research, with theoretical input from Kemmis, McTaggart and Nixon (2014). Data collection/construction was carried out with twenty-two (22) academics through the application of an initial questionnaire, observation script in the form of a diary, audio and video recording, photos and academic production (didactic proposals and interdisciplinary projects). For data analysis, we used the content analysis methodology based on Laurence Bardin (2016). The results showed that the use of the theoretical-practical IBAM enabled greater engagement and active participation of academics, thus taking decisions and positions collectively in the elaboration, investigation and resolution of a research problem. In this way, these future teachers experienced the simplified process of scientific-technological work, encompassing social, cultural, political, economic, environmental and ethical-moral concerns, solidarity and values on Socio-ScientificTechnological Issues (SSTI): i) deforestation and fires in the Amazon rainforest; ii) biological and environmental effects of radiation; and, iii) failure of dams in mining companies. The controversial elements present in the aforementioned questions made it possible to contextualize knowledge and the nature of science-technology. Furthermore, the model provided an opportunity for the problematization of STS interrelationships, seeking to overcome the supposed concept of neutrality and the linear model of scientific-technological progress. In this sense, the results also express the possibility of contact with the discussions of the epistemic, social, attitudinal, procedural domains and the conceptual dimension (articulated or not) in the construction of knowledge in relation to the educational objectives of the SSTI. The activism initiatives based on this work were materialized by the realization of a dialogic scientific-technological exhibition that included a puppet theater, models, communication and dissemination of websites, blog and YouTube channel, pamphlets and experimentation. In the aforementioned exhibition, visitors got involved in an interactive way, collectively discussing and reflecting on or about the controversies present in the SSTI addressed. The theoretical-practical IBAM, therefore, contributed to the promotion of an expanded STL (awareness) and to the necessary transition to grounded activism as a social practice in Science Teaching, towards a more critical rationality model in the initial training of teachers. These results may favor the construction of a more real image of scientifictechnological activity and greater social participation in decision-making on the development of science-technology, as well as for the construction of a more active and responsible citizenship, thus forming a problematizing, committed and critical-reflexive teacher of his educational practices in training, understanding his role as an agent of social and educational transformation.