O ensino de ciências promovendo a alfabetização científica e tecnológica: uma proposta de sequência didática

Abstract

The aim of this study is to present an analysis of the contributions that the Didactic Sequence on healthy eating can make to scientific and technological literacy among students in the early years of elementary school. The research was based on the following question: what contributions can the Didactic Sequence on healthy eating provide to scientific and technological literacy for students in the early years of elementary school? The method consists of a qualitative approach based on pedagogical intervention research. A Didactic Sequence entitled Literacy and Healthy Eating was developed and applied to science teaching in the early years of elementary school. The research took place in a 2nd grade class, with subjects aged between 7 and 8, in a full-time institution, in the municipal public network, in a city located in the Campos Gerais region. The data was collected by means of a diagnostic assessment, audio recordings of the students' reports, performance of the proposed activities, written records, illustrations and questionnaires. For data analysis, the Content Analysis proposed by Bardin (2016) was used. The results showed that the Didactic Sequence with the theme of healthy eating promotes and enables scientific and technological literacy, demonstrating the construction of knowledge and a change in the attitude of both the teacher and the students involved in the research. It was found that the use of this teaching methodology gave the students more participation, involvement, the possibility of argumentation and the opportunity to be prepared to face everyday problems. It is believed that the activities within the modules proposed in the Didactic Sequence contributed to the gradual advancement of the knowledge of each participating student with regard to the initiation of scientific education in Science Teaching and the literacy process.