Rota científica pelo bosque-sem-fim: proposta de uso das estratégias autorregulatórias a favor da alfabetização científica nos anos iniciais

Abstract

The objective of the work was to investigate how Learning Self-Regulation strategies contributed to the Scientific Literacy process, based on a didactic sequence that interrelated the elements of the story “Yellow Mischief” with the Natural Sciences content proposed by the Base National Common Curricular. The research subjects were 10 children aged approximately 7 years old, from a 2nd year class. The investigation followed a qualitative line that began with a brief literature review and a period of class observation. Afterwards, a pedagogical intervention type of research was carried out, consisting of interventions and the evaluation of these interventions. Learning processes and the use of Learning Self-Regulation strategies were mediated, which stimulated Scientific Literacy, based on the active involvement of students with Science content. In this way, it was possible to identify signs of development of Learning Self-Regulation, in the cognitive, pro-social, emotional and motivational dimensions. Changes in students' Scientific Literacy related to the dimensions of autonomy, mastery and communication were also identified, especially in the aspects of creativity, decision-making, mastery and responsibility, relationship with scientific concepts, knowing how to express oneself and having good arguments. The perceived advances confirmed the articulations that were established throughout the theoretical framework and, consequently, pointed out their positive results.