Alfabetização científica e tecnológica: metodologias ativas como catalisadores educacionais no ensino de ciências nos anos finais do ensino fundamental

Abstract

The present study, entitled Scientific and technological literacy: active methodologies as educational catalysts in science teaching in the final years of elementary school, aims to investigate the contributions of Active Methodologies to the development of the Scientific and Technological Literacy process in Science teaching, in the context of the Final Years of Elementary School, using, as a means of evaluation, the results observed in the 9th year of a municipal public school in the city of Camaquã/RS. The question that guided this research was: “What are the contributions of Active Methodologies to the development of the Scientific and Technological Literacy process in Science teaching, in the context of the Final Years of Elementary School?” The context of the investigation focused on the 9th grade class at Escola Municipal Ensino Fundamental Boaventura Cardoso da Silva, in the city of Camaquã, RS. From a methodological point of view, a qualitative approach was used; field research as an intervention method, since the author of this dissertation is part of the teaching staff of the school under analysis, as well as the class participating in the activity, which proceeded to observe facts and phenomena exactly as they occur in reality, at collection and production of data relating to them and, finally, the analysis and interpretation of these data, based on a consistent theoretical foundation, aiming to understand and explain the researched problem. The data collected from the application of the evaluation questionnaire with questions about science teaching enabled us to identify the literacy level of students in the 9th year of elementary school. The results allowed us to conclude the importance of using active methodologies in the construction of didactic planning and curricula, highlighting among these: the flipped classroom, gamification, problem-based learning. Concerning the contextualization of the relationship between science teaching and active methodologies and ACT, it was observed that science teaching needs to detach itself from standard methods and seek to link the union of students with the curriculum, based on the proposal of active participation of the student as the protagonist of their knowledge and linking the themes of pedagogical practice with social and environmental issues.