Navegando por Autor "MARTINS, Alisson Antonio"

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    Alfabetização científica no ensino de ciências nos anos iniciais do ensino fundamental: percepções de professores da rede municipal de ensino de Curitiba
    (2019) FABRICIO, Lucimara; MARTINS, Alisson Antonio
    This paper presents the results of a research conducted with teachers of the early years of elementary school in public schools in Curitiba, Paraná, Brazil, on the theme of scientific literacy, which, according to Shen (1975), enables a greater public understanding of science and a demystification of scientific knowledge so thatpeople can use it in their daily lives. These assumptions are being addressed by the Elementary School Curriculum -1st to 9th grade, Volume IV, referring to the Natural Sciences, of Curitiba City Hall, which is the document that guides the school plans for Natural Sciences teachers of the municipal public schools. However, beyond what is presented in the official document, it is necessary to know what the teachers who work in these schools think. Thus, this research, qualitative, descriptive and interpretive in nature, was guided by the following research problem: what are the teachers' perceptions about the teaching-learning process of Natural Sciences from the perspective of scientific literacy? As methodological paths, we used questionnaires (n = 45) and semi-structured interviews (n = 10), which aimed to investigate teachers' perceptions about the teaching-learning process of Natural Sciences for the early years of elementary school. The results of the research showed that the conception of science of the research participants tended towards the notion of practical scientific literacy, from the perspective of science teaching focused on basic understandings of the area, such as the use of scientific concepts in daily life and preservation of the environment; relating science learning to basic needs such as food, health and improving quality of life. The other propositions of the Municipal Curriculum, that is, those related to scientific literacy in its civic and cultural dimensions are less developed. Therefore, there is a predominance of the practical dimension, as an expression of a series of factors, such as, for instance, the generalist initial formation, the mode of organization of textbooks for these years of schooling, low adherence to continuing education, among other aspects. The data collected in this research point to a need for rethinking the objectives and practices developed in science teaching in the early years of elementary school, so that it is possible to develop a process of scientific literacy and, thus, fill the gaps that exist in understanding this approach. It is also emphasized the need for research and continuous process of teacher education as a way of theoretical and methodological approaches taking into account the school reality, its needs and the teaching professional experience.