De saberes espontâneos a científicos: uma proposta de sequência de ensino investigativo como estratégia mediatizante
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Data
2022-08-13
Autores
Peruch Junior, Weligton Jose
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Universidade Federal do Espírito Santo
Resumo
One of the biggest challenges for the meaningful learning of the curricular contents of biology is related to the difficulty that many students have to contextualize science in the most diverse spheres of their daily lives. In view of this difficulty of contextualization, this work had as a plan the elaboration of an research-based teaching sequence (RTS) that mediates the spontaneous knowledge of students with the scientific knowledge used by the school, considering the students' scientific literacy. Methodologically, this research has a qualitative approach and is configured, in terms of the investigation plan, as a case study. For the development of RTS, we based ourselves on the steps described by Carvalho (2013) and, theoretically, to enhance the mediation of spontaneous to scientific knowledge, the theoretical foundation was given in the historical-cultural perspective of Vygotsky and collaborators. During the RTS, the students raised spontaneous knowledge, developed investigative methods to conclude whether or not the spontaneous knowledge had a scientific basis. High school students from a public school located in Vila do Riacho, in Aracruz-ES participated in the research. The research was conducted during the COVID-19 pandemic, respecting the protocols prepared by the State Department of Health. The instruments for data collection consisted of participant observation, through the experience and participation of students and teachers during all process, as well as from self-assessment questionnaire of students and RTS assessment. The results obtained reveal that, when students are given protagonism throughout the learning process, and when the teacher recognizes himself as a mediator of this process, it is possible to obtain students' significant learning and scientific literacy, the from their spontaneous knowledge and the mediating activity as a potentiator of the acquisition of scientific knowledge.
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Conhecimentos espontâneos , Conhecimentos científicos , Ensino por investigação , Ensino de biologia