Linguagem no ensino de ciências: uma proposta para o uso de dados públicos em sala de aula

Abstract

This work aims to analyze the construction of a proposal for teaching Science at Elementary II level supported by reports, yearbooks and other sources of official information that address Physics themes present in a contemporary social context. This is a qualitative, documental study, whose focus was centered on the analysis of curricular documents – the National Common Curricular Base and the Curriculum of the Paraná State Network –, as well as relevant Brazilian Yearbooks and Official Reports on the possibility of using them in the classroom. The content analysis proposed by Laurence Bardin supported the process of examining the material. Thus, the research was developed, initially, by characterizing language as any human expression, whether written or not, that can convey meanings. In addition, its importance in Science teaching was highlighted. It was also necessary to revisit the concepts of didactic transposition, as this is fundamental for the teacher to abstract contents explored from yearbooks and official reports, in order to contextualize his classes. Then, we started to analyze the curricular documents cited in search of indications that would encourage the use of multimodal languages and official sources in Science classes in Elementary School II. As for the analysis of Reports and Yearbooks, it started with 16, being reduced to 11, due to the documents not being in Portuguese, or not dealing with themes related to the contents in science teaching. It was concluded, initially, that the curricular documents support the proposal made by this work. Still to verify the possibility of using this type of source in the classroom, a range of yearbooks, gathered via internet research, was evaluated regarding the possibilities of teaching. Of the 11 documents evaluated, eight were considered favorable to transposition. Finally, a didactic sequence was built for the eighth year of Elementary School II, especially based on the Statistical Yearbook of Electric Energy 2018 – 2020, resulting from a refined process of compiling national data, carried out by the Empresa de Pesquisas Energéticas. All of this allowed us to arrive at a product resulting from the study, called the “Mini Yearbook of Electric Energy in Brazil”, which transposes the data from this same yearbook for a better understanding of the students. With this work, it is concluded that the construction of a didactic sequence that used yearbooks and reports on specific themes in Science teaching is coherent with the current curriculum documents. And that such public sources of data have a good potential for teaching, but that their exploration depends on the insertion of the professional in information bases and the search for their connection to the current curriculum documents, which will also lead to levels of creativity to produce a particular type of foundation to their classes.