A alfabetização científica dos alunos e a prática pedagógica do professor: possíveis aproximações

Abstract

This work starts from the assumption that national education documents can be better understood from the perspective of Scientific Literacy. Thus, we choose as the research question: From the perspective of national education documents aimed at the teaching of natural sciences and physics and the parameters of Scientific Literacy, what are the possible approximations between the type of pedagogical practice of the teacher and the degree of scientific literacy of high school students? We adopted the theoretical framework of Scientific Literacy based mainly on the studies of Helena Sasseron, Rudiger Laugksch and Paul Hurd. We participated in our research 481 students of the third year of high school from full public schools in the city of Recife - PE and 6 students of the Physics Degree course of the Federal Rural University of Pernambuco. We opted for a quali-quantitative research methodology, which included the use of data collection instruments such as the Basic Scientific Literacy Test, construction of organization charts, dialogued conversation, the Hermeneutic-Dialectical Circle and, among the analyses, implicative statistics. We identified that 42% of the students surveyed have basic characteristics of a scientifically literate individual. When this result was distributed among the 8 schools surveyed, it was observed that 3 of them have at least 50% of their respective students with the minimum characteristics of a scientifically literate person. It was also seen that these results can be influenced by the presence of disciplinary and/or interdisciplinary projects and by some characteristics of the pedagogical practice of the physics teacher. In the context of the physics degree course, it was seen, through the students' discourse, that there are difficulties coming from the academy and the school. In the first, it was reported that there is a distance between the academy, training of the physics teacher, and the reality of schools. In the second, part of the students reported that the current school model hinders the development of methodologies based on Scientific Literacy, for example, because a teaching model focused on exams and entrance exams still prevails.