This research aims to present considerations about Scientific Literacy through the description
of the process of implantation of the discipline of Scientific Initiation and Research in basic
education, based on a public school in the city of Araguaína (TO), seeking to understand
which challenges encountered in the process of implantation and practice of the subject's
teacher and its potential for the Scientific Education of high school students. To this end, this
study is a qualitative research, structured in three chapters, in order to build a path that helps
to understand the processes that involve it, starting with a systematic review that seeks to
discuss through references the theme from its historical context to the teaching context in
basic education. The following chapter presents data from an investigation carried out through
the Discursive Textual Analysis proposed by Moraes and Galiazzi, which sought to
understand the perception of high school students about what science is. In the third and last
chapter, the processes involving the implementation of the Scientific Initiation and Research
discipline are described, which has its narrative built through a Case Study. Finally, through
this study it became possible to achieve different reflections on the paths that involve the
process of learning and teaching about Science. From this, we started to conceive that the
science teaching process has much more than the intention of teaching about scientific
knowledge and its characteristics, but it must be transmitted to students in a way that
contributes beyond their school and scientific training, but rather as a practice of social value
that results in positive consequences for everyday life as citizens. In addition, it was possible
to infer that much more than results that discuss science education through the
implementation of a discipline in basic education, this study generated different reflections
regarding the way we learn (as teachers) and teach science to our students. It is necessary that
in our practice in the classroom we can reflect daily on the need to progress in our training so
as to help our students grow and learn through science education.
|
