Alfabetização científica e questões sociocientíficas: energia e destino de resíduos em Curitiba e Região Metropolitana

Abstract

In this work, it has been discussed scientific literacy possibilities in High School, with the development of an instructional sequence for approaching socioscientific issues, concerning energy and disposal of residues in Curitiba and Metropolitan Area. The instructional sequence was developed in three meetings, with students writing production at the end. These production analyses were accomplished considering Content Analysis characteristics and fundaments and the argumentation model proposed by Stephen Toulmin. Among the possibilities for scientific literacy are highlighted: the appropriation of scientific knowledge; development of constructive conception of science associated with society, culture and environment; public participation in matters relating to science, technology, society and environment; argumentation. Advances can be emphasized regarding the explicitness of reasoned arguments and involvement in analyzing and proposing solutions to the presented situations.