A alfabetização científica no ensino de ciências a partir do tema vírus: uma abordagem baseada nos domínios do conhecimento

Abstract

The present work is anchored in arguments such as those of Auler and Delizoicov (2001), and Silva and Sasseron (2021), which assert that Scientific and Technological Literacy (STL) is of fundamental importance for society and must occur in a manner committed to social transformation. Having the coronavirus pandemic as a backdrop, the aim was to identify, through the use of diversified teaching activities, the mobilization of scientific knowledge domains as an important element for the realization of Scientific Literacy, considering the concept of social transformation. Moreover, the present work investigated whether the pandemic period experienced by teachers and students influenced Science Education, as Science became part of people's daily lives, dialogues, reports, and the media in general. The research, following a qualitative, applied, and interventionist perspective, was conducted in a classroom with high school students in the evening shift of a state school in Minas Gerais. The methodology used in the data analysis was Discourse Textual Analysis (DTA) according to Roque Moraes and Maria do Carmo Galiazzi (MORAES, 2003), in addition to observations of works developed by Silva and Sasseron (2022 and 2023) and Franco and Munford (2020) on the mobilization of knowledge domains in the classroom and scientific literacy. The present research showed that the teacher's mediation is of utmost importance for the student's learning relationship. Even with the use of digital technologies and methodologies that favor student protagonism, the study demonstrated that the teacher's role is fundamental in mediating the process that can lead to learning. It is through the teacher that students are able to build connections, evaluate information, and actively and critically participate in scientific debates that permeate their daily lives, internalizing concepts and knowledge. The application of the Teaching Sequence generated a new dynamic for the teaching and learning relationship, demonstrating that classes can be developed from the perspective of Science Education as a social practice. The students demonstrated autonomy in the construction of knowledge, engaged in the activities, and it was possible to observe indicators of Scientific Literacy.Beyond the indicators proposed by Sasseron and Carvalho (2008) and Pizarro (2015), the mobilization of the domains of scientific knowledge (SILVA, SASSERON, 2021) and the conception of Scientific Literacy for social transformation (VALLADARES, 2021) are important elements to understand if the implementation of Scientific Literacy is in process. Another important idea that this work highlights is that Science classes can be developed from the perspective of learning Science Education as a social practice, seeking the incorporation of the four domains of scientific knowledge in the debate on Science Education. We emphasize that the present research highlighted the potential of using the Material Domain in the articulation of the other domains, as Silva and Sasseron (2022) point out. The research allowed us to observe that knowledge from the Conceptual Domain was engaged in practices related to the Epistemic Domain, and that the use of the Material Domain (in this case, the use of images) facilitates the mobilization of the other three Domains: Epistemic, Conceptual, and Social.