Práticas pedagógicas de Modelagem nas ciências e a Alfabetização Científica nos anos iniciais do Ensino Fundamental

Abstract

This research involves discussions related to the themes Scientific Literacy (AC) and Modeling in Sciences (MC), in the Initial Years of Elementary School, and integrates the studies developed in the Graduate Program in Science Teaching at the Federal University of Fronteira Sul, Cerro Largo Campus, in the Teacher Training and Pedagogical Practices Line. It aims to recognize and understand how CM pedagogical practices favor the development of CA in the Initial Years of Elementary School. To this end, theoretical support was used with studies of literature review and reference built by Maria Salett Biembengut, Lúcia Helena Sasseron, Anna Maria Pessoa de Carvalho, Leonir Lorenzetti and collaborators. The constitution of the empirical data was carried out from: i) the speeches of the teachers, built in a semi-structured interview, carried out with three teachers who make up the literacy cycle of a public school, located in the northwest region of Rio Grande do Sul. Sul (RS) and ii) written production in the form of training diaries referring to five continuing education meetings. The methodological approach is qualitative, of the bibliographic type and in the form of a case study, characterized by the involvement of the teachers participating in the research with pedagogical practices of CM and the development of CA. The analytical procedures followed Bardin's Content Analysis (2016). From the bibliographic review, it is evident: the CA as a process by which scientific information is used to read, understand and transform the environment in which the subject is inserted; the word “model” associated with the notion of representation; and the word “modeling” as a means to qualify the teaching and learning processes and that allows the development of skills that carry with them CA indicators, namely: problem formulation, information search, interpretation of graphs, tables and illustrations, communication of results and construction of arguments to solve the problem. In the teachers' statements, based on the semi-structured interview, three thematic focuses were identified: 1) Teachers' planning: resources and strategies used in teaching; 2) The constitutive elements of the AC and 3) The continuing education of teachers in the Initial Years. The first thematic focus allowed us to understand the teachers' planning with a view to teaching Science, as well as the factors that provide evidence of the development of CA and denote the National Common Curricular Base (BNCC) as a constitutive element of the teachers' planning, in addition to the consideration of the context in which the students are9 inserted and the valorization of the dialogue and the initial understandings of the students about the approached subjects. The second thematic focus highlights aspects related to the student's citizenship education and the basic understanding of scientific terms and concepts, and the third thematic focus denotes that continuing education, in the teachers' view, constitutes a personal and professional qualification, serving as a time and space that allows reflections on teaching work. Regarding training meetings with CM activities, we evidence that they enabled a movement of reflection on teaching practice and mobilization and transformation of knowledge and allowed the recognition of the intertwining between CM and AC, as well as the potential and challenges of the insertion of practices of MC in the classroom in light of the development of CA.