Indícios de alfabetização científica e a relação com o saber em uma proposta fundamentada na aproximação entre literatura infantil e ensino de ciências

Abstract

Science education allows to introduce and to explore informations related to natural phenomena, health, technology, society and the environment. Due this comprehensiveness, an educational product was elaborated and applied – Children’s Literature entitled “Encounter with Science” based on Science, Technology, Society and Environment principles. The application of this product was accomplished in a 5th grade class of Elementary School of the municipal system of the city Cambé – PR, approaching the concepts of physical and chemical phenomena and a thematic about notions of astronomy. At the moment of teaching practice I performed the scaffolding reading strategy described by Graves and Graves (1995) in three parts: (I) Pre-reading; (II) Reading; and (III) Post-Reading. The methodological method adopted was a qualitative approach and, in the organization and interpretive reading of data, the content analysis of Bardin (2011) was used. To substantiate the analysis of the transcribed dialogues from the record linked by the three parts of the educational product reading, I used the concepts regarding Scientific Literacy of Sasseron and Carvalho (2010) and Relation with Knowledge of Charlot (2000). Thus, the main question of the research: What are the evidences of Scientific Literacy and the Relationship with Knowledge presented in students of Elementary School from the use of a proposal of an approximation between Children’s Literature and Science Teaching? In order to answer this question, I present as a general objective the possibility of directed teaching between these two areas of knowledge and interpretation of the possible evidence from the application of the educational product which revealed, in synthesis, due the results, interaction and dialogue in the classroom, as well as indicates the potential to articulate both areas of knowledge. I desire, therefore, that the research presented here contributes to debates that involve not only the use of children’s literature for teaching, but also to reflections that allow paths for the transformation of teaching practice guided by didactic planning, since this research presentes indications of personal, social and epistemic relationship whith knowledge ando f some indicators of scientific literacy, suchy as prediction, justification, hypothesis collection, proportional reasoning, explanation, classification and classification of information present in the transcribed dialogues and records of activities developed by students in the classroom.