Explorando a biodiversidade do Rio Araguaia: guia didático para a alfabetização científica nos anos iniciais do ensino fundamental

Abstract

This research aimed to investigate how a teaching guide focused on regional biodiversity can contribute to the promotion of scientific literacy in the early years of elementary school. The main focus was the development of an interdisciplinary teaching guide with proposed activities aimed at introducing scientific literacy, with an emphasis on the biodiversity of the Araguaia River, organized into versions for students and teachers. The research was conducted with three literacy teachers from the 1st and 2nd grades, linked to the municipal network of Anápolis (GO), with the potential for direct impact on approximately 75 students in the early years. The study was developed in partnership with two municipal schools in that city. Classified as applied research, of a qualitative and quantitative nature, with an exploratory character, it adopted the format of participatory action research, consistent with the direct involvement of teachers in the process of application and reflection on the teaching resource: "Discovering Araguaia Teaching Guide". This dissertation is organized into three chapters: the first presents a systematic review of learning theories that underpin Scientific Literacy in the early years; the second describes the development of the educational product in the form of a Teaching Guide; and the third presents the training of early years teachers, carried out prior to the implementation of the Teaching Guide. The results showed an improvement in students' reading, writing, and scientific interpretation skills, coupled with greater engagement resulting from the use of themes related to their local experience. Furthermore, the proposal promoted awareness of the relevance of the Araguaia River as an environmental and cultural heritage, contributing to the strengthening of science education in the early years of elementary school. The results obtained support teaching practice, improve pedagogical practices, and promote meaningful learning integrated with the sociocultural reality of the students.