Avaliação da aplicação da vermicompostagem como temática para o desenvolvimento da alfabetização científica

Abstract

This dissertation presents a qualitative research that investigates how vermicomposting can contribute to the scientific literacy of seventh year elementary students in a college located in the municipality of Campo Largo, metropolitan region of Curitiba, Paraná. The practical activity with vermicomposting sought to integrate different areas of knowledge through interdisciplinarity, as well as used the theme of waste management and the understanding of the consequences of incorrect disposal, seeking to apply Critical Environmental Education in a transversal way. The activities related to vermicomposting were developed applying a didactic sequence based on the methodology of the author Zabala, which was grouped and organized according to the pedagogical moments. The research carried out had its data analyzed in a qualitative and interpretative way, with the objective of understanding how the construction of knowledge that was acquired during the research of pedagogical intervention, with aspects of action research. A questionnaire was applied with the students that aimed to ascertain the previous knowledge to develop the didactic sequence related to vermicomposting. Theoretical and practical classes were held in which the students recorded the reports in logbooks collectively and individually. The researcher carried out the participant observation and recorded all the dynamics in the logbook during the activities. We used the 10 indicators of the Scientific Literacy recommended by the author Sasseron, which are grouped into three categories of analysis: data collection; structuring of thought and establishing relationships. The indicators for Interdisciplinarity were: articulation of knowledge and a globalizing view of reality. At the end of the analysis process, it was possible to identify the results related to scientific literacy, which demonstrated that the data collection category obtained the highest frequency of occurrences in the analysis of students' diaries, demonstrating that this is the strong point of the teaching-learning process. But the categories structuring of thought and establishing relationships, had low frequency of occurrences in the diaries of the students, demonstrating that these are the weaknesses of the teaching-learning process for Scientific Literacy. The indicators for interdisciplinarity showed a low frequency of occurrences, mainly in the diaries of the students' collective production, since these were produced during the assembly and maintenance activities of the vermicomposters, which occurred mainly during the science classes. Practical activities were important in the development of knowledge related to vermicomposting, in which students actively participated in the assembly and maintenance of vermicomposters, as well as observed the generation of humus and leachate that were used to fertilize the flowerpots present in the school. The application of the transversal theme of solid waste in school activities favors the practice of Environmental Education, which was experienced by the various actors of the school. As a product was developed a SD on vermicomposting, which could help other teachers to better develop the categories of thought structure and establishing relationships, which proved to be weaknesses for Scientific Literacy, as well as favoring the applicability of Critical Environmental Education in school spaces.