Sequência de ensino investigativa : alfabetização científica e a participação das mulheres nas ciências nos anos finais do ensino fundamental

Abstract

This dissertation aimed to investigate how the historical approach to the presence of women in science can be used as a generating theme to promote scientific literacy and global citizenship education(building values) among students in the final years of elementary school. The research, which is qualitative in nature, was structured into seven chapters that combine theoretical foundations,systematic reviews, the development of an educational product and its application in a real teaching context. The theoretical framework is based on the contributions of Paulo Freire and Humberto Maturana, as well as Lucia Helena Sassoon and Anna Maria Pessoa de Carvalho in the field of Scientific Literacy. The research involved a systematic review of the literature on female representation in the sciences and another on educational products aimed at valuing female scientists. As a result, an educational product was developed consisting of an Investigative Teaching Sequence (SEI) and a card game entitled “Learning with Women Scientists”, aimed at deconstructing stereotypes, valuing diversity and strengthening critical thinking. The SEI comprises a total of seven lessons with diversified activities. The game was applied to a 6th grade class at a partner school in the state education network in the city of Aparecida de Goiânia and involved 33 students. The complete SEI was applied to another44 students from the 6th year of elementary school at the same partner school. The field research thus had a direct impact on a total of 77 primary school students. Data analysis, using written productions,mind maps, drawings, creative presentations and questionnaires, showed significant progress in the students' understanding of the role of women in science, in the development of argumentation skills,visual representation and collective production. There was also evidence of the re-signification of the image of the scientist and the active involvement of the students in the construction of knowledge. The conclusion is that contextualized pedagogical practices which are sensitive to gender issues and diversity are capable of contributing to a more inclusive, equitable and critical education, promoting the formation of subjects who are aware of and committed to social transformation.