O uso de contos na abordagem de uma questão sociocientífica no ensino de funções inorgânicas : quais são as contribuições e limitações para a alfabetização científica e tecnológica dos alunos?

Abstract

From the perspective of scientific and technological literacy (ACT) we consider that the approach of Socio-Scientific Issues (QSC) can favor this process. In this direction, we approached a QSC for teaching inorganic functions through the use of short stories, as this literary genre is easy and readable by students, can be worked out in a playful way and has the potential to increase the interest of the students. Students for the approached knowledge, as well as being a tool capable of dealing with the concepts, without losing the scientific rigor. In this sense, we aim in this study to analyze contributions and limitations of the use of short stories in approaching a QSC in teaching inorganic functions for students' ACT. Methodologically, this research is qualitative and a case study. The research context was a state public school, with the participation of twenty-five high school students. Its development occurred from five methodological steps, which were: selection of a QSC, elaboration of the storybook, elaboration of the questionnaire, elaboration of the didactic intervention and application of the didactic intervention. The analysis of the results showed that the use of short stories to approach a QSC contributed to advances in student ACT levels, as well as being an instrument for students to discuss and position themselves on issues that they experience in their community. However, the use of short stories in this process had some limitations, as some of the students had difficulties in interpreting the texts and lack of interest in the reading activity of short stories.