Alfabetização científica e tecnológica nos anos iniciais: as práticas pedagógicas em foco em teses e dissertações (2010-2020)

Abstract

The significant advancement of science and technology in recent decades has directly influenced society’s way of life. In this scenario, important contribuitions are expected from schools and science teaching so that citizens recognize the presence and role of science and technology in their lives and establish a critical relationship with them. The reported study aimed to systematize and analyze the contribuitions to Science teaching arising from national research in the Early Years, which focused on the pedagogical practices that promote scientific and technological literacy, with a view to contribuing to subsidize new studies, as well as to initial training and continuation of teachers in the educational segment. From a theoretical point of view, the study was based on reference authors on the subject (CHASSOT, 2003; 2011; LORENZETTI; DELIZOICOV, 2001; KRASILCHIK; MARANDINO, 2007; SASSERON, 2008; 2015). The study was configured as a qualitative research (MINAYO, 1994), of a bibliographic nature ando f the state of knowledge type (ROMANOWSKI; ENSM 2006). The content analysis technique proposed by Bardin (2016) guided the collection, systematization and analysis of data, supported by elements that enhance scientific and technological literacy and pointed out by Carvalho and Sasseron (2008) and Pizarro and Lopes Junior (2015). 36 texts were analyzed, with a predominance of studies generated in academic master's programs, whose focus falls mainly on the last cycle of the Initial Years, that is, on the 4th and 5th year. As for the contents involved in the studies, there was a predominance of themes related to the environment and living beings. Regarding the pedagogical practices promoted within the scope of the research analyzed, the use of investigative activities was observed to achieve the objectives of articulating scientific and technological knowledge with the reality experienced by the students, as well as to develop argumentation skills, perception of the social subject as an active, collective and critical subject, and who seeks citizenship education. The studies indicate, as a result of the development of activities that promote scientific and technological literacy, some attitudinal changes on the part of the students, influenced, mainly, by problematization and critical reflection on the knowledge in focus. Finally, the surveys reveal the historical prioritization of the curricular components of Portuguese and Mathematics, to the detriment of scientific and technological education, and a distancing and disarticulation of scientific and technological literacy from linguistic literacy, areas that could be mutually enhanced.