Explorando aspectos contextuais de uma refinaria de petróleo para promoção da alfabetização científica de estudantes

Abstract

Scientific literacy – preferably developed through educational approaches that explore the relationships among Science, Technology, Society, and Environment (STSE) – should permeate the entire schooling process. However, numerous studies indicate a persistent gap between theoretical orientations found in the literature and the practices actually implemented in the classroom, thereby limiting the integration of theory and practice in this field. This observation, grounded in the professional experience of the author of this dissertation, served as the starting point for formulating the following research problem: What are the contributions and limitations of a contextualized approach, exploring aspects of an oil refinery, for promoting scientific literacy among 6th-grade students in elementary school? To address this question, the general objective was established: to develop an educational product that explores contextual aspects of an oil refinery and holds potential for fostering scientific literacy among 6thgrade elementary school students. To achieve this goal, a prototype (a didactic sequence entitled “what is that flame over there?”) was designed, serving as both the focal point and the foundation for the specific objectives outlined in the study. Methodologically, a qualitative approach was adopted, specifically educational action research. Data collection involved: (i) classroom observation during the implementation of the didactic sequence, documented through the teacherresearcher’s field journal; and (ii) a questionnaire administered to science teachers working at the same school as the teacher-researcher. Data analysis was guided by Bardin’s (2011) Content Analysis framework. Analysis of the field journal revealed four central dimensions of the teacher’s reflective practice: (i) Promotion of scientific literacy, wherein the teacher designed activities that stimulated critical thinking, autonomy, and creativity; established connections with students’ everyday lives; addressed local socioenvironmental issues; and explicitly identified the presence of the structural pillars of scientific literacy within the proposed sequence; (ii) Selfreflection and pedagogical intentionality, characterized by moments of self-critique and self-assessment in which the teacher recognized both strengths and limitations of her practice, articulated her formative intentions, planned and adjusted strategies according to emerging teaching–learning needs, and reported challenges related to time constraints, student participation, and instructional resources; (iii) Student engagement and interaction, evidenced in descriptions of students’ reactions to activities, classroom dialogue, collaboration, conflicts, collective learning processes, and expressions of curiosity, questioning, and resistance; (iv) Assessment of learning and impact on teaching practice, during which the teacher identified indicators of students’ developing competencies, shifts in their conceptions and attitudes, and – based on these observations – derived insights and challenges that informed the (re)construction of her pedagogical practice. Three science teachers evaluated the didactic sequence. Their feedback demonstrated strong approval of its structure, particularly regarding the use of the Three Pedagogical Moments framework to organize the lessons. Based on reflections emerging from the evaluation of the prototype’s functionality and usability, the prototype was refined (through adjustments, expansions, and enhancements) and consolidated into a finalized educational product, which is now available in the institutional repository of UTFPR (https://repositorio.utfpr.edu.br).